The relentless press for steadily improved student learning outcomes requires that prospective teachers enter the classroom knowing how to fine-tune their teaching to meet the learning needs of individual students. Frequently, teacher candidates have difficulty conceptualizing their students as learners, looking more immediately to their own performance as teachers (Fuller, l969; Kagan, l992; Oosterheert & Vermunt, 2001). As Ross and Bruce (2007) argue, self-assessment can be an effective technique for influencing improvements in self-efficacy, goal setting, and effort regulation among teachers. Applied to teacher preparation, we examined the use of two learning self assessment tools in early teacher education coursework to examine the benefits of encouraging candidates to reflect on their own learning in order order to support the learning of their future students. Previous research in teacher education argues that self-assessment plays a critical role in a competencies-based curriculum because it requires candidates to analyze their own performances (Airsian & Gullickson, 1994; Ross & Bruce, 2007; Sluijsmans, Dochy, & Moerkerke, 1999). Conceptually derived from work by Schön (1983, 1987) on the reflective practitioner, by Elliot (1978) on teacher self-monitoring, and by Rogers (1983) on promoting personal responsibility for learning, self-assessment may be a critical feature in developing teachers who practice and promote self-regulated learning. It is crucial, then, for teacher candidates to explore ideas about themselves as learners to help understand ideas about cognition, motivation, and other concepts related to self-regulated learning (Dembo, 2001; Gordon, Dembo, & Hocevar, 2007; Zimmerman, Bonner & Kovach, 1996). To influence conceptual change in candidates, we must help them to articulate their ideas about learners and learning (Dole & Sinatra, 1998).