A university supervisor used a "Stages of Concern" activity to promote reflective practice in preservice teachers. She wanted to show student teachers early in the semester that changes could be predicted, followed, and charted through their practicum to assess professional growth. The "Stages of Concern" model provides an overview of changes that will occur in processing any initiative. The model includes impact, task, and self stages that address refocusing, collaboration, consequence, management, personal, informational, and awareness concerns. The class activity involved the use of a reflective journal or learning log. The teacher introduced the stages of concern model; asked students to think of an example to use with the model; began a discussion of growth within each stage; had students develop expressions of concern for stages in their student teaching practicum; and continued discussion by asking students to reflect and write upon which stage best represented their growth at any moment during student teaching. Student teachers were expected to comprehend the stages of concern as an approach to facilitating change and apply the stages of concern to an educational innovation. (SM)