This article describes the process of implementing Inter-collegially Supported Learning (Tigchelaar and Melief, 1997) and reflection using the ALACT [action, looking back, awareness of essential aspects, creating alternative methods of action, and trial] model (Korthhagen, 1985, 1988) an Elementary Masters in Teaching Program. This study takes a mixed-methods approach. A non-equivalent control group design using pre-test, self-regulated learning, and lesson plans as covariates are analyzed along with interviews with pre-service teachers about their thinking about teaching. The purpose of the study is to find ways to increase theory application in the practice of pre-service teachers. (Contains 1 table.)