This qualitative study, conducted at Mississippi State University-Meridian Campus, examined the journal of a student who was given directions to reflect on her student teaching experiences in prescribed areas and ways, and the journals of two students who were not given any directions concerning the content of their journals. The directed student was asked to record specific reflections on teaching methods, self-as-teacher, discipline, school-wide policies, and the relationship of teacher preparatory coursework to actual practice. Examination of the contents of the student teachers' journals revealed strong similarities despite the fact that they had received different instructions. The directed student did not exhibit greater depth or breadth of reflection but did report a greater sense of success than the other student teachers reported. The general commentary centered on their perception that theoretical coursework did not prepare them for the reality of the recordkeeping and classroom organization that were required. Comments on discipline also surfaced as a distinct pattern. The paper recommends that student teachers be more thoroughly taught observational skills and the necessity of thinking critically about what is observed. (JDD)