The purpose of the study was to describe the reflective experiences of pre-service teachers and determine how cognitive load impacts reflection and transfer of specific teaching behaviors. Twenty-seven Career and Technical Education pre-service teachers were randomly placed into 14 teaching teams. The teams taught a pre-written lesson which was videotaped. After the lessons were taught, groups were asked to reflect upon their teaching. Seven groups were randomly assigned to an experimental group whose reflective experience was designed to create higher cognitive load and the remaining seven assigned to a control group whose reflective experience was designed with less cognitive load. Participants engaged in focus group interviews after the second round of teaching. The researchers concluded that higher cognitive load impacted the depth of reflection and transfer of specific teaching behaviors. Pre-service teachers acknowledged change in their behavior as a result of their participation in this reflective experience.