This study tests a model of students' reflective thinking, perceived ideological bias among university faculty, and reactions to ideological bias in the college classroom. Participants were 187 undergraduates who completed the Reasoning About Current Issues Questionnaire and the Political Bias in the Classroom Survey. Structural equation modeling revealed that participants in lower ranges of reflective thinking had increased perceptions of ideological bias among university faculty. The model suggests that these perceptions then lead students to adversely react to the presence of such ideological bias in the classroom. Theoretical, pedagogical, and methodological implications are discussed. (Contains 3 figures and 1 table.)