This paper presents descriptive research comparing levels of cognitive and reflective development among preservice and inservice teachers. A question about the effectiveness of the state educational reform law was used to collect data identifying student reflection levels. The question was presented as a written assignment to undergraduates in an assessment course (taken just prior to student teaching) and graduate students in an educational theory course. Data analysis indicated that how respondents made use of evidence related to undergraduate/graduate status and school level (elementary, middle, or high school). Results found no significant differences between undergraduates and graduates in their knowledge scores. There was no correlation between years of teaching and knowledge level scores. Half of the inservice and preservice teachers scored at knowledge level three, which implied that they would believe what they read or heard regarding educational approaches without ascertaining biases, considering multiple sources of evidence, or determining context. Regarding justification levels, there was a small mean difference between undergraduate and graduate students which revealed that scores of graduate students exceeded those of undergraduate students by a small measure. Some respondents scored a full level higher in justification than in knowledge. (Contains 28 references.) (SM)