The aim of this study was to explore the efficacy of two written journal techniques used to encourage teacher candidates' inquiry-based reflection regarding course textbook content. Ninety-six participants were randomly assigned to one of the two experimental conditions, journaling with Questions, Quotes and Reflections (Double Q R) or Connections or Decisions and Extensions (ICED). All written journal entries were examined using the Pedagogical Model of Inquiry. Results indicated that the Double Q R technique was superior to the ICED technique in generating inquiry-based reflection. These preliminary findings support the use of inquiry-based reflection not only during field experiences, but while reading course textbook content to increase inquiry-based reflection as measured by the Pedagogical Model of Inquiry.