Recognizing the possible influences of media narratives upon self-concepts, teacher educators have used films and television programs about teachers to promote preservice teachers' reflections on their professional identities and instructional practices. Theoretical models of reflection, in conjunction with media analysis, have the potential to increase preservice teachers' critical reflection to improve their future students' learning. Because preservice teachers do not yet have sufficient teaching experiences about which to reflect and little time to observe and consider adjustments in instruction over time, reflective analysis of popular media representations can offer surrogate experiences upon which to develop an educational philosophy and to consider classroom strategies as well as opportunities for future teachers to explore their own preconceptions about teaching that may well have been influenced by such representations.