This article draws on a recently completed study in which preservice teachers identify aspects of their initial teacher education that act as hindrances or aids to developing reflectivity. It articulates the concept that reflection must be seen not as something to be done or acquired but rather as a disposition or way of being. Also identified are key components of preservice teacher education that confront initial reliance on technique and tools and contribute to change from technicist to authentic reflective practice. Preservice teachers' initial and influential beliefs and practices related to teaching are well established in the literature. However, this study clearly indicates that they have equally influential beliefs and practices related to learning and what it means to learn. These beliefs and practices influence the degree to which preservice teachers access desired learning outcomes within coursework and, therefore, the process of becoming reflective. (Contains 1 figure.)