This paper presents data from an ongoing project in several teacher education classes that required students to use reflective analyses in evaluating the implications of knowledge and selecting practices for use in their own future classrooms. The methodology looked at changing one aspect of the learning process--the quality of the responses required of the learners to printed supplementary materials. The materials examined were developed to enhance learning through multiple exposures to new content. While traditional assignments on supplementary materials consisted of questions requiring mostly rote answers, the revised assignments consisted not only of knowledge and comprehension level questions, but also specific questions requiring choice and then a synthesis or evaluation of that choice. Data analysis indicated that students who were presented with study guide materials consisting of both traditional and revised activities were as likely to complete the latter, even though it required more work. Results of the study indicated that creating opportunities for informed decision making, selection of choices, and analysis of ideas presented, allowed preservice teachers to demonstrate higher levels of cognitive thought as well as to take on more challenging ideas. Sample study guides, exercises, and brain teasers are appended. (Contains 15 references.) (ND)