A model for fostering educational administration students' reflective thinking skills is presented in this paper. Based on a cognitive psychological framework, the reflection model is applied to a doctoral program in educational administration. Methodology involved analysis of 10 doctoral students' journals, which were year-long records of critical events requiring reflective decision making, to determine the influence of reflection on students' decision making skills. The higher level of language used by students in the spring quarter indicated an increase in the use of reflective thinking and more complex thinking about problem resolution. Five tables are included, and a proposal for implementing critical incident reflection as a means of professional development is included in the appendix. (22 references) (LMI)