Reflective journal writing is recognized as a valuable tool for pre-service teachers to analyze their teaching experiences and foster professional growth. However, its effectiveness in EFL teacher education in Kuwait remains understudied. This study investigates how systematic reflective journal writing affects pre-service EFL teachers' practicum experiences in Kuwait. The study employs a qualitative case study approach to explore pre-service teachers' perceptions and experiences with reflective journal writing during their practicum. Data was collected through interviews, reflective journals, and document analysis. Preliminary findings suggest that reflective journal writing enhances pre-service teachers' self-awareness, critical thinking, and professional growth. However, challenges related to time constraints and classroom management also emerge. This study highlights the potential of reflective journal writing as a powerful tool for professional development among preservice English language teachers in Kuwait. By exploring the impact of the weekly frequency of reflective journaling on participants' experiences to enhance teacher education programs.