The questions proposed by this study were: (1) Do students in the teacher preparation program develop relativistic thinking in the present course of their teacher preparation studies? and (2) Would a written modified reflective judgment interview be feasible as a screening device to help educators assess the development of reflective judgment in prospective teachers? The paper focuses on the results and on the issues raised regarding the reflective judgment levels of teacher preparation students at the time they enter the program and at the time they exit the program after student teaching. Forty-two entry-level students and 35 student teachers were included in the study. Participants responded orally and in written form to ethical issues regarding sex education, corporal punishment, and a content question related to the student's reflective judgment level according to the Reflective Judgment Scale (Kitchner & King, 1985). Probe questions were used to stimulate reflective thinking in both the written and oral format. Higher levels of reflective judgment were apparent in the oral interviews when compared with responses in the written format. A discussion is offered on the importance of encouraging relativistic thinking by providing the opportunity at the undergraduate level for the individual to learn to develop and justify points of view. (JD)