Reflective practice is a major focus of teacher preparation programs (Cochran-Smith & Lytle, 1992; Putnam & Borko, 2000; Zeichner, 1986; Zeichner & Liston, 1987), yet Zeichner (1986) asserts that developing reflective practice in preservice teachers has focused primarily on short-term, less systematic interventions and that interventions must be successful with all prospective teachers, not just those who are reflective by nature. The following research explores the use of the reflective judgment model (King & Kitchener, 1994) to explain how preservice teachers reason about ill-structured dilemmas of practice and the potential impact of a multifaceted intervention to raise levels of reflective judgment during field experiences. (Contains 1 figure and 2 tables.)