Given the importance of reflection in educators' practice, school leaders should be able to both facilitate teacher reflection and model reflective practice. This action research study examined whether or not emerging school leaders demonstrate the ability to reflect on daily practice and decision-making. Data from three classes of prospective leaders were evaluated using a Reflection Matrix that includes key reflective components of Focus, Inquiry, and Change. The data were also examined for the types of precipitants most likely to encourage reflection. Finally, recommendations for stimulating reflective practice and helping prospective leaders to recognize situations that will need reflection are offered.