This study compares the reflections of preservice teachers when they are considering pedagogical issues in general methods courses versus content knowledge combined with pedagogy in social studies methods courses. The paper presents a theoretical framework for the study conducted among 44 Master of Education preservice teachers of a large midwestern university. The subjects were involved in reflective journal writing during one quarter, the pedagogy group in summer of 1996 and the social studies group in fall of 1995. Reflection instruments were used to examine the writings with triangulation between both the levels and content of reflection. At the preservice level, the pedagogy group was more reflective than the social studies group, apparently due to the training on reflection that the pedagogy group received. The follow-up on the pedagogy group revealed that no significant difference was found between its reflection in pedagogy versus social studies. For the purpose of comparing reflective levels achieved in pedagogical knowledge versus pedagogical content knowledge, training in reflection did not make a difference. (Contains 31 references.) (EH)