This paper suggests that if reflection is a powerful vehicle in assisting the individual in grappling with complex ideas and concepts and it facilitates the assimilation of such ideas into a person's belief system, then reflection should be considered an integral part of teacher education programs. This study investigated whether the reflections of preservice teachers enrolled in a K-8 mathematics methods course indicate elements related to change. It is concluded that reflection can be an important part of the methods course. The level of the students' responses and the indications that such activities lead to the development of vital perspectives on the teaching and learning of mathematics would warrant further studies in the area, and would indicate that reflective practices can be an effective agent in facilitating the type of change necessary to support mathematics reform. (Contains 10 references.) (ASK)