This paper illustrates the themes of reflection and connection in teacher education by discussing the experiences and conceptions of one preservice teacher who was enrolled in a secondary mathematics methods course. Small groups of preservice teachers created hypermedia stacks to demonstrate their views on important issues in mathematics education. Stacks include hypertext links, video-taped segments of practice teaching, other video and audio components, and links to other applications. This paper elaborates on how hypermedia activity enables and encourages preservice teachers to reflect on and develop their beliefs, and to build explicit connections within their experiences in university and field settings. It illustrates the powerful ability of hypermedia activity to not only allow prospective teachers to personalize reform themes, but also provide a context for researchers to question and investigate prospective teachers' beliefs about mathematics teaching and learning. Contains 27 references. (Author)