This study investigated whether training in reflection improves the quality of beginning preservice teachers' pedagogical thinking. The most problematic element for the reflecting student is becoming aware of essential aspects and evaluating action. The study compared the effects of two types of reflective training on two groups of students. One group (N=30) was taught to engage in structured, systematic thinking about reflection; the other group (N=29) engaged in unstructured journal writing as a means of encouraging reflection. The effects of the training were assessed by measuring the quality of pedagogical thinking. The Taxonomy of Teacher Reflective Thinking Rating Scale (TTRT) and the Description, Interpretation, Evaluation, Planning Rating Scale (DIEP) were used as pre- and posttest instruments. Before training, all students were given the TTRT as a pretest. Both groups received six 1-hour training sessions approximately 1 week apart. One group wrote DIEP reflections and the other wrote daily journal reflections. At the end of 14 weeks, the Reflection Attitude was administered, as well as the TTRT, as a delayed posttest. Results did not indicate that the treatment alone caused student gains from the pretest to the posttest. The amount of structure in reflective training did not appear to be a significant cause in changing pedagogical thinking. (JD)