In the spring of 1979, an experimental study was conducted to evaluate the possible effects on preservice teachers of Reflective Teaching, a new instructional alternative for teacher education that features peer teaching and evaluation. One of the hypotheses about Reflective Teaching stated that, as a result of engaging in Reflective Teaching, students will subsequently be better able to think and talk critically about teaching and learning. The hypothesis was tested by asking each subject in both the treatment and control groups to complete two sentence stems ("When I think about teaching..." and "When I think about learning...") before and after the experimental and control treatment conditions. The resulting sentences were subjected to a structural analysis and coded into three mutually exclusive, inclusive categories: analytical, evidential, and declarative. The coding was then subjected to log linear analysis which found that students who had the Reflective Teaching treatment were more likely to produce utterances coded as analytical. (Authors/JN)