English teacher education programs often look for ways to help preservice teachers engage in critical reflection, participate in communities of practice, and write for authentic audiences in order to be able to teach in the 21st century. In this article, the authors describe how they used Twitter to provide opportunities for reflection and collaboration during methods courses in two English education programs. The authors examined the affordances and limitations of using Twitter in methods courses and suggest revisions to help other teacher educators consider ways to use Twitter in their own courses. Specifically, the authors suggest that Twitter is useful for ongoing reflection and provides potential for preservice teachers to engage with larger communities of practice outside of their own institution; however, preservice teachers may need scaffolding and guidance for developing critical reflection skills and maintaining involvement in communities of practice.