Reflective teaching has been one of the three main goals of the preservice teacher education programs in the National Institute of Education, Singapore, since the late 1980s. A three-phase study, of which the first two phases are described, is examining how Singapore student teachers think about teaching in the preservice programs, how they identify the constraints they have about teaching, how they identify learning problems, and what happens to their teaching behaviors as they move through the programs into teaching practice and into the first year of teaching. In Phase One, 78 preservice student teachers from undergraduate and graduate programs viewed a videotape of a classroom lesson on road safety and were asked to critique the lesson; the critiques were then rated on their level of reflective thinking. In Phase Two, 18 undergraduate and graduate students described in journal writing their reflections on 5 classroom episodes, and their level of reflective writing was evaluated. Results indicated that the level of reflective thinking for both undergraduate and graduate level student teachers began at a low level, but those with more subject matter knowledge and skills or working experience (graduate level students) improved at a faster rate. Implications of the study and recommendations are discussed. Appendixes contain a lesson evaluation form and weekly journal writing guidelines. (Contains 29 references.) (JDD)