Service-learning continues to be utilized in teacher education programs. A salient feature of this form of pedagogy is the use of reflection. Many instructors and students struggle with the reflection process. Particularly, instructors are challenged to assess students' reflection entries. This article describes a guided reflection rubric that was used as a learning and teaching tool for service-learning experiences in special education courses. A quantitative analysis revealed significant improvement in reflection entries of students' journals. Teacher educators socially validated the rubric as a teaching and assessment tool. (Contains 2 tables and 1 figure.)