The purpose of this action research study was to investigate undergraduate preservice student-teachers' interpretations of written reflections and how these written reflections impacted their thoughts about teaching practices. A second question was to investigate how preservice teachers talked about their processes of reflection beyond the assigned written reflections. The oral reflections emerged from class discussions concerning student perceptions, both before and after the students' field experiences. The authors then compared written reflections with reflections communicated through oral classroom discussions. The educational purpose of written reflections for preservice teachers was to create a bridge between theory and practice. In the field of teacher preparation, preservice teachers' perceptions of how they used these reflections, or will use these reflections for future teaching, have not been researched in detail. How students practically apply oral and written reflections to their plans for improving teaching methods can help researchers and teacher educators determine the kinds of reflections that are most useful for preservice teachers. (Contains 1 table.)