The author describes an interactive intervention strategy to assist pre-service teachers in developing reflective practices in an undergraduate literacy course. The goal of the study was to encourage deeper analysis rather than purely descriptive summaries of field placements in teacher candidates' written reflections, so pre-service teachers may begin thinking critically about their role as future teachers. The results revealed that with guidance and interactive intervention strategies, teacher candidates were able to move from merely descriptive summaries of their teaching experiences to a deeper analysis of literacy issues and potential solutions of teaching situations in their written reflections.