This paper describes the use of reflection journals in a teacher education course with a field experience, analyzing and discussing the results of using these reflective journals. Information comes from Education 75 (ED 75), "The Teacher, the Learner, and the Curriculum," which is offered at a small, Texas, liberal arts institution. The third in a sequence of three required undergraduate education courses, ED 75 includes a 9-week teaching experience in a public school for at least 1 hour per day. In addition to a limited amount of direct instruction, professors model a number of interactive instructional methods. Writing assignments include the weekly reflection journal entries in which students respond to prompts (e.g., Describe your initial impressions of the classroom, What challenges and opportunities do you see for yourself as a teacher?, and What strategies are effective for all learners?). Requiring students to respond to prompts rather than submit unstructured weekly journals had an observable positive impact on the depth and quality of students' reflections, encouraging them to reflect on specific issues they may not have addressed on their own. (Contains 20 references.) (SM)