This paper addresses the importance of the preparation of qualified bilingual teachers and the need for certified, qualified, well-trained bilingual special education teachers. Specifically, it identifies and discusses competencies needed by bilingual special education teachers, discusses the need for reflective practice in the preparation of bilingual special education teachers, and suggests activities which teacher educators could implement as ways of developing reflective practice among bilingual special education teachers. The five major professional competencies for preparing teachers for work with bilingual exceptional students are identified as: (1) respect for students' language variety; (2) techniques and tools of student assessment; (3) understanding the role that culture plays in learning; (4) planning and delivery of instruction; and (5) the need for professionalism. Teacher activities that encourage reflective practice are described and include journal writing, narrative and story writing, and teacher research/case study analysis. (Contains 79 references.) (CR)