In this article, the author reviews King and Kitchener's "Reflective Judgment Interview" ("RJI"). On the "RJI" website Patricia King notes that a widely espoused outcome of college is the ability to draw reasonable conclusions about complex issues based on incomplete and/or conflicting information. Drawing on the works of Dewey, Piaget, and Perry, King and Kitchener (1994) describe a model of reflective judgment in which an individual progresses through several distinct, sequential stages. The first three stages of the reflective judgment model represent "pre-reflective thinking." The fourth and fifth stages of reflective judgment are characterized as "quasi-reflective thinking." The final two stages of reflective judgment represent "reflective thinking." The "RJI" is a production measure. Through an interview process, test-takers are asked to arrive at judgments about complex, ill-defined problems. Research suggests that the "RJI" can provide accurate and appropriate information about the ways in which students (and others) reason about complex, ill-defined problems. Moreover, changes in reflective judgment abilities appear to be linked to levels of educational attainment. The author contends that although these linkages may provide strong evidence of the benefits of postsecondary education, it is less clear whether differences in reflective judgment are associated with differences in curriculum, instruction, and/or co-curricular experiences. More remains to be learned about the utility of the "RJI" for assessing the effectiveness of education programs.