This article describes a collaborative self-study undertaken by two teacher educators who sought to examine the impact of writing reflective journals and sharing them with students in their foreign language methodology classes. The study documents the process of undertaking the typical student assignment of keeping a reflective journal and making it available to students as a form of modeling. Findings include much greater understanding of the complexities of reflective writing, the discovery of a new space for discussions about learning to teach, and a much greater awareness of the importance of deliberate, explicit exchanges in teacher education classes. (Contains 1 table and 1 figure.)