This study compared the level of reflection achieved by preservice versus inservice teachers. The study sample included 23 preservice teachers in a Master of Education program and 12 inservice teachers in a Master of Arts program. In the summer of 1996, the preservice teachers received a 3-hour training on reflective thinking and were involved in four reflective teaching lessons. The inservice group received no training because they were experienced teachers. During the fall quarter of 1996, all participants engaged in reflective journal writing. Both groups were asked to complete journal entries on class discussions. The preservice teachers were asked to reflect on what they learned from the previous class discussion and how it could be implemented in their future teaching. The inservice group reflected on what they learned on the topics addressed in the previous class session. The participants handed in their journal entries weekly. Analysis of the data indicated consistently that the inservice group achieved higher levels of reflection than the preservice group, even though they received no training on reflective thinking. However, they did not achieve the highest level of reflection possible and tended to be at an intermediate level of reflection. (Contains 4 tables and 19 references.) (SM)