This descriptive study addressed the role of virtual learning environments in fostering reflective thought among preservice teachers through dialogic interaction. Preservice teachers tend to view teaching as a formulaic application of theory and strategies. When challenged with making decisions in novel settings, they are often unable to apply previously learned theory and practice. Web-mediated discussions were the primary means for student-student and student-instructor dialogic interactions. Discussion postings and traditional essays of students provided ongoing documentation of their progress in engaging in reflective thinking. Analysis of individual postings, threaded discussions, and essays were conducted using Pathwise criteria for reflection. Results indicated that individual postings generally scored at Satisfactory levels, while threaded discussions and essays scored at Effective or Distinguished levels. (Contains 2 tables.)