A small-scale study of Fordham University (New York) English-as-a-Second-Language (ESL) teacher trainees (n=11) investigated the extent to which the teachers, in a practicum, reflected on issues that are the focus of the ESL teacher education program. Specifically, it asked: whether teachers have a thorough understanding of theory and research on second language learning and teaching; what philosophy is manifested in their teaching; how their teaching philosophy is reflected in practice; perceived teaching strengths and weaknesses; overall knowledge of limited English-proficient (LEP) students' language and cognitive development; and the strategies planned and implemented for students' English development and academic achievement. Results indicate that the teachers, while demonstrating varied and strong philosophy of learning and teaching, believed teaching consists mainly of management and social roles and were less geared to issues of language and cognitive development. Discrepancies were found in the teachers' stated philosophies, written reflections, and classroom practice. Better instruction concerning reflective teaching at all stages of preservice teacher education is recommended. (MSE)