In the spring of 1979 an experimental study was conducted to evaluate the possible effects of Reflective Teaching (RT) on preservice teachers at the Ohio State University. Reflective Teaching is a new instructional alternative for teacher education featuring peer teaching and evaluation. The hypothesis being tested stated that, as a result of engagement in Reflective Teaching, preservice teachers will be better able to identify a greater number and wider variety of variables present during the act of teaching. The hypothesis was tested by asking both treatment and control groups to view a twelve minute videotape and respond to an instrument which asked subjects to list the things that they saw in the videotape which they considered to be important to teaching and learning. For each item identified as important they were also asked to respond to why it was important. Following the treatment and control conditions, the same instrument was administered using a new video tape. The scores were analyzed separately using analysis of variance for a partial hierarchical design with pretest and posttest as a repeated measure. Significant differenc was not found between control and treatment sections. (Authors/JN)