This paper describes a reflective thinking model for preservice teachers developed and implemented within one state college's teacher education program. It includes three specific developmental stages. During the foundation stage, students are introduced to and involved in classroom inquiry activities which include dialogue journals, "thinking outside the box" activities, connecting content area ideas with educational pedagogy, and developing a philosophy of education. During the process development stage, students are enrolled in various courses, including classroom management and specific methods courses for individual content areas. Students are actively involved in developing lesson plans in their particular content area. After presentation to the class, feedback from other students is provided for reflective consideration. Reflective journal entries are also required, with feedback from instructors provided. The reflective practice application stage (pre-student teaching/student teaching stage) requires analysis and application of various curriculum plans and designs and implementation of various instructional models. Reflective activities that were introduced in the two earlier stages are implemented in actual classroom settings. Reflective interviews, reflective journals, self-assessment, assessment of student learning, and development of next steps based on reflective assessment are implemented in this phase. The paper describes relevant courses for each stage. (SM)