This study explored whether guided reflection using predetermined prompts can enhance preservice teachers' development of technology integration self-efficacy (TISE) beliefs. A quantitative approach and a quasi-experimental, pre- and posttest design with two experimental groups and a control group were used. Two types of guided reflection prompts were designed for the experimental groups: future time reflection (FTR) prompts and near time reflection (NTR) prompts. These two different types of reflection prompts focus on different temporal perspectives. Ninety-three participants were recruited from an undergraduate educational technology course, containing six sections, at a large southeast public university. Intact class sections were randomly assigned to one of three conditions. Participants in the control condition responded to prompts that did not ask for reflection, while participants in the FTR and NTR conditions responded to prompts that directed them to reflect on their experiences and write about technology implementation from two different temporal perspectives (i.e., future professional practices versus recent learning) in order to facilitate self-assessment and greater awareness of their strengths and weaknesses in regard to technology integration. The results of the study revealed no significant effect of reflection on TISE, and depth of reflection did not have a significant impact on the development of TISE. In addition, different temporal types of guided reflection prompts did not yield different degrees of TISE. While the quantitative results did not show the treatment effect on TISE, the analyses of open-ended questions revealed that the process of reflection can be helpful in analyzing and synthesizing information learned in the classroom. Thus, reflection may foster TISE if one understands the concept and its value. Based on these findings, several possible reasons why the results did not match the expectations and suggestions for future research are offered. This study attempts an initial exploration of a potential relationship between use of reflection and TISE as well as the application of future-time reflection, both of which are issues that received only limited attention in empirical studies. It is the researcher's hope that this work will encourage a greater research effort toward these complex issues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]