A reflective thinking model has been developed by reading/language arts faculty at Northwest Missouri State University to provide opportunity for elementary education majors to think reflectively about their teaching and to determine ways to improve their instructional practices. During a 7-week reading/language arts practicum experience, preservice teachers watch a video of their teaching and conference with the practicum supervisor, respond in writing to scripting notes taken by a practicum supervisor of a recently taught lesson, complete three reflective thinking protocols, and complete the same summative evaluation checklist used by the supervising teachers. A research study was conducted by one of the authors in 1994 and replicated by both authors in 1999-2000. Students anonymously responded to a five-item Likert Scale and participated in structured interviews. The intent was to analyze preservice teachers' perceptions of the reflective thinking processes used during the required practicum. Of the 51 students enrolled in four sections of the 1999-2000 Practicum, 30 participated in post-class interviews regarding the self-assessment processes. Procedures were as in the earlier study. Major themes/topics which emerged were: there was an increase in confidence/comfort level; teacher feedback was helpful; self-assessment was valued; writing aided in self-assessment; and lack of teaching time negatively impacted the reflective thinking protocol process. Researchers are convinced that they should not abandon the reflective thinking expectations for their students and for themselves. Mean scores to the responses on the Likert Scale and themes that emerged in the interview data support this conclusion. (Appended are the interview guide, Likert Scale process, reflective thinking protocol, scripting notes, practicum checklist, evaluation conference discussion items, Likert Scale rating mean score, and procedures for analyzing qualitative data.) (NKA)