Educators in professional programs are challenged to utilize pedagogical approaches that best prepare students with knowledge, values, and skills for professional practice. Providing academic content alone may not provide the problem-solving skills necessary for practice in a complex world in which practitioners must analyze, evaluate, and revise knowledge. Thus, reflective process becomes a core skill for functioning effectively in a diverse and complex practice environment. Analysis of data from focus groups with social work students is presented. Implications for using reflective writing are discussed as a pedagogical tool for preparing students for professional practice.