The purpose of this study was to examine how early childhood pre-service teachers developed professionally through reflective journals. The study focused on the quality of reflection and the effects of reflection on pre-service teachers' professional development. Thirty-two students, majoring in early childhood education, were participated in this qualitative research study. Data were gathered through documents and semi-structured interviews and analyzed through content analysis techniques. The results of the study indicate that pre-service teachers demonstrate three stages of reflection "routine, technical and critical" in professional development themes named "evaluation, problem solving and consciousness." Technical and critical level reflections indicated that pre-service teachers were in the process of professional development and change.