This research documented an innovative technique called Classroom Reflections (CR) that could successfully develop teacher candidates (TCs) abilities as reflective practitioners. Elementary and secondary TCs used their drawing of a critical incident first to analyze their own practice and then with others to construct deeper meaning. TCs were in a yearlong preparation program for returning adults in which they did courses and field concurrently. Data for two years will be reported. Raters determined that about 80% of the TCs' analyses demonstrated reflection and application theory to their practice. The TCs reported that CR was a good way for them to examine their practice, gain multiple perspectives, and collaborate with others. (Contains 3 tables and 1 figure.)