This paper focuses on the role of multimodal technologies in facilitating reflective processes and the subsequent assessment of reflectivity for students in pre-professional programs. Reflective practice has been established as a critical tool for developing identity in and on practice. This paper will focus firstly on reviewing salient literature about reflective practice and its use with pre-professional teachers. It will then report the processes and outcomes of the authors' practices, as supported by the literature. Various reflective practices will be examined and explained. The role of the E-Portfolio (Electronic Portfolio) as the vehicle for housing student reflective practice will be briefly explored and the process for using author-developed rubrics for assessing levels of reflective practice will also be shared. Suggestions for replication in other disciplines, while being implicit, will also be made explicit. (Contains 2 figures.)