This paper reports on a strategy for encouraging preservice teachers to use reflective techniques when developing lesson plans. A focus on reflective practice incorporates and integrates the minimal teaching competencies required by West Virginia State Teacher Certification. Practicum students must provide evidence demonstrating at least minimal competency on each designated indicator. Seven practicum students completed a reflective teaching pretest and posttest; participated in structured reflective dialogues with their supervisor; completed weekly reflection forms; and videotaped two episodes of instructional, assessment, or consultative activities. In addition, each practicum student completed a personal/professional development plan that identified teaching strengths and weaknesses and addressed the impact of their personal/professional philosophy on student learning. The practicum supervisor observed planned and transitional activities implemented by practicum students and reviewed daily class outlines, lesson plans, reflections, and videotapes. Analysis of pre- and posttest data indicated that only one statement related to seeking collaborative problem-solving strategies showed significant improvement. Analysis of structured reflective dialogues revealed that the majority of practicum students could specify what learning was being promoted and what targeted learning was taking place, but most had difficulties identifying incidental learning among students. Analysis of practicum students' journals over 12 weeks revealed no overall significant changes. Suggestions to practicum supervisors are concerned with the supervisor-supervisee relationship and the supervisory role in supporting reflective practice. Contains references and suggested readings. (LP)