In this study, the authors examine the content of reflective journals written by six Deaf pre-service teachers during their student teaching in classrooms with hearing students. In doing so, the authors analyze and compare the journal entries to the established literature on student teaching. Results indicate that these student teachers focused on many of the same issues mentioned in the literature on reflective teaching with hearing student teachers--pedagogy, teaching strategies, and relationships with students--and these student teachers often did so by incorporating key elements of Deaf culture into these categories. Unlike most student teachers, this cohort placed a primary emphasis on pedagogy--but with a special visual consideration--and a secondary emphasis on classroom management. They also focused on their ability to think independently from their cooperating teachers. Implications for sociocultural perspectives in teacher education programs are discussed. (Contains 2 notes.)