There is a significant literature on the value of journaling to support teachers in reflecting on their pedagogical practices as well as their duties and obligations as educators. Institutions of teacher education should therefore provide opportunities for pre-service teachers to develop their self-reflective skills. A mixed-method action research approach was used in this study to examine the perspectives of 71 teacher candidates in the occupied West Bank on reflective journaling (RJ). The development of professionals' reflective and critical thinking is one of the goals of higher education (Berger & Youkeles, 2000). The use of reflective journaling as a teaching tool may be of use to professionals learning the abilities required to lead a classroom. The key question this study addresses is: What are teacher candidates' experiences with RJ during their practicum course? A triangulated, mixed-method approach was employed and converging quantitative and qualitative data were collected through questionnaire responses and interviews. The study's findings suggest teacher candidates benefited significantly from writing reflective journals in developing motivation and self-confidence and strengthening their writing skills.