This paper describes how preservice teachers at Sweden's Linkoping University are prepared to become reflective practitioners. Students participate in a pedagogical seminar group that meets monthly. Within the group, they discuss matters important to all teachers and examine reflective texts that they had to write at the beginning of their teacher education program. These texts offer a presentation of themselves and a summary of how they regard teachers' work. Students also formulate their expectations prior to beginning each of several student teaching experiences. These introductory thoughts constitute a background for the personal journal the students keep during their teaching practice. After each student teaching session, mentor teachers and student teachers analyze the students' comments, then the students write reflective papers to be critiqued by the group. During the last year of their education, students write a thesis that integrates theory and practice. This model for creating reflective teachers is new at Linkoping University, so only one group has completed the entire course so far. Surveys of the students after they had worked for 1 year as teachers indicated that the course had various effects. It facilitated their introduction to work when they applied for jobs and completed interviews; strengthened their identity as teachers when they met colleagues and parents; and worked as a basis for dealing with students. (SM)