Reflective Teaching (RT) is an alternative to the present field-based and campus-based laboratory teaching experiences. This paper briefly describes the initial development and field testing phase of a study of the effectiveness of RT in a variety of instructional settings. Reflective Teaching has the following chief characteristics: (1) small peer groups are establihed within a class; (2) each member of a group assumes the role of teacher at least once, and each group is taught the same lessons simultaneously by their designated teachers; (3) immediately following the lesson, each group evaluates the lesson via standard measures of achievement and satisfaction, and the teacher and the students reflect on the lesson, guided by a set series of questions; and (4) the entire class is reassembled to share common insights under the leadership of the college instructor. For this study, twenty-seven RT lessons were developed and tested, evaluation instruments were designed and administered, naturalistic observations were conducted, and interviews with college instructors were held to examine RT teaching materials and procedures. Graphs of results and appendices of the evaluation forms are included. (FG)