Reflective practice, or reflection, is considered such a vital component of the learning process that strategies and supporting tools warrant continued research in the learning sciences. Reflection has been defined as "deliberating on experience" (Pennington, 1995, p. 47), "an activity or process in which experience is recalled, considered and evaluated in relation to a broader purpose" (Farrell, 1995b, p. 95), and an "active, persistent but careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further consequences to which it leads" (Dewey, 1933, p. 9). In teacher education, reflective practice supports teachers as they move from routine actions in their teaching to more considered, cogitative actions. Teacher education programs worldwide incorporate reflective practice as a valued and effective record of teaching practicum. To support reflective practice Farrell (1995) proposes a five-component model. These are: (1) range of activities; (2) ground rules for activities; (3) provide time for reflection; (4) external input for enriched reflection; and (5) low affective states. In this article, the author discusses the five-component model and highlights how reflective practice can be implemented with new undergraduate university students in a science communication course. The author shows how students can consider their learning and organization of learning as reflective practice and not simply routine actions. Recommendations for implementing reflective practice are presented. (Contains 3 figures and 1 table.)