This study aimed to investigate how the use of practicum portfolios impacts early childhood student teachers' reflective practice in Palestine. The study utilized qualitative and quantitative methods to gather and analyze student teachers' perspectives on using practicum portfolios for their professional development. The main focus was to understand the student teachers' stance on reflective teaching and their engagement in different stages of the reflective practice cycle. The study involved 16 student teachers at Al-Quds University in Palestine. Data were collected through a questionnaire and semi-structured interviews. Results indicated that the portfolio helped student teachers assess their work and improved their ability to reflect on their practices. Before lesson planning, they wrote their reflections with specific questions to help them articulate their plans. After the planning, they continued to reflect on their experiences. The study identified four stages of reflective practices that student teachers went through during their practical education courses: (1) pre-planning and post-reflection, (2) teaching, (3) reviewing and criticizing, and (4) reconstruction. Finally, the student teachers observed improvement in their practicum and teaching skills through portfolios.