A study investigated the relationship between student teachers' constructs of how knowledge is generated and organized (their levels of reflective judgment) and actual teaching practices (instructional patterns). Both elementary and secondary level student teachers at one particular field experience center participated. Instructional patterns of the student teachers in the classroom were recorded in field notes and analyzed. Additional data were drawn from the reading methods course records, anecdotal notes of clinical teachers' comments and student teacher conferences, final grade point averages, scores on the Reflective Judgment Interview, and students' journals. Results indicated a relationship between students' reflective judgment scores and their classroom practices. However, there did not appear to be a relationship between reflective judgment scores and either grades from the reading methods coursework, student teaching or total grade point averages, or the content of journal entries. Implications are drawn for student teachers, cooperating teachers, and university supervisors and methodology instructors. (Author/RS)