Reflective practice serves as a powerful pedagogical strategy for teachers--especially those in low-resource, rural areas. This qualitative case study looked at secondary education pre-service teachers in their first education course. Analysis of focus observation essays data indicated that pre-service teachers were incorporating reflective practice in their field observations, but were not addressing issues of diversity -- specifically race and socio-economic status. This study is significant for understanding how pre-service teachers engage in reflective practices with respect to diversity.