In this article the authors present two different ways in which journaling has been utilised with final year pre-service teacher students (PSTs) in their primary/middle science and mathematics pathway course. Pedagogical practices that model effective teaching and learning in a tertiary setting are an integral component of this course. As teacher educators exploring ways to develop our practices, we introduced journaling as a teaching and learning tool. The first results section of this article focuses on the journaling experiences of PSTs, including the different ways they chose to engage with journaling and factors contributing to their engagement or disengagement. The second presents four case studies of PSTs who used journaling as part of their action research and/or in their final teaching practice. The findings highlight a number of different approaches to journaling which support graduate and pre-service teachers in their endeavours to be reflective teachers of mathematics and science