This investigation examined how documenting preservice teachers' work during engaging, authentic classroom experiences influenced their understanding of developmentally appropriate practices (DAP). A pragmatic action research design was used to systematically plan, document, and reflect on learning experiences to evaluate the impact of such instructional strategies on students' learning. Preservice teachers' responses reflected key components of DAP, including focusing on learning for themselves and children and creating a caring community. Conclusions include the following: First, when time and space are created for reflective practice through panel documentations, students link course experiences with important aspects of DAP. Second, if we as university instructors want students to engage in reflective practice and adopt DAP, we need to be willing to change the way that we teach. (Contains 1 table and 2 notes.)