This paper examines the reflections of preservice art teachers through dialogue journaling with university supervisors. Journal writing is used to encourage students to practice writing intelligently about their concerns and experiences, in a nonthreatening format where content is more important than structure. Students have two notebooks; they write entries in one of them weekly, while the alternate journal that contains the previous week's entries is read and responded to by the university supervisor. At weekly seminar meetings, the journals are exchanged. Journal assignments are usually open-ended, though occasionally a topic is assigned, such as managing children with special needs or dealing with administrative difficulties. The instructions to the students are to write about classroom issues and events that are troublesome or enigmatic. Analysis of students' journal entries are categorized as: (1) reflective and current thoughts, relating to personal situations, the teaching situation, and weekly seminars; and (2) projected thoughts that pertain to the future (the remainder of student teaching or future teaching situations). The most frequently mentioned theme was that of behavior and class management issues. Several students use illustrations of themselves or other school-related objects or people in their journals. Supervisors' responses generally include congratulations, commiseration, and suggestions. (Contains 26 references.) (JDD)