The purpose of this study was to examine similarities and differences in concepts of reflection among American and Japanese pre-service teachers majoring in early childhood education. Pre-service teachers completed a survey asking them to describe approaches and processes of reflection in their daily practice. The quantitative and qualitative data analysis revealed that both American and Japanese pre-service teachers considered reflection to be related to their thinking, improvement, and morals. However, although American pre-service teachers viewed reflection to be associated with teaching skills, none of their Japanese counterparts perceived it in this way. Their cultures clearly influenced their concepts of reflection: specifically, American pre-service teachers noted that college instructors encouraged them to write down their reflections, while their Japanese counterparts indicated that reflection was supported by talking to others. Reflection was perceived to be a disposition by American pre-service teachers, whereas their Japanese counterparts viewed it as a skill that they had already learned from early childhood. Implications for teacher education are also presented. (Contains 2 tables.)