In an effort to promote a critical reflective stance in the beginning teacher, this study developed an instructional model for preservice teachers at the undergraduate level. Its sample consisted of students in two sections of a student teaching seminar course taken during their last semester of undergraduate course work. The work took place at a comprehensive medium-size university in south Texas, with 87% of the student population of Mexican ethnicity. This study evolved through an action research approach to develop the instructional model, which spanned three semesters. As such, the article focuses on a description of the instructional model that emerged from the process, and it presents an analysis of the outcomes, as well as implications for further study and practice in teacher education. We found that the participants engaged in high levels of reflectivity traditionally not found at the undergraduate level. (Contains 1 figure and 3 tables.)