In this article, the authors advocate the practice of reflection and reflective thinking skill development. More specifically, they offer definitions of reflection, identify reasons that may inhibit preservice teachers' reflection, and suggest practices that specifically encourage reflection on teaching among preservice and inservice teachers. While the focus of this article is on preservice teachers, inservice teachers are included in many areas. Reflective practice should begin in teacher education programs, but such practice must continue long after teachers have entered the profession.