This study examines reflective practice of pre-service teachers, in-service teachers and teacher educators. Using Schon's in, on and for practice conceptual framework, the study addresses the following questions: Is there a disconnect between what teachers do, faculty require, and students perceive as reflective practice? What types and methods of reflection are used and perceived as the most effective? Do collective conversations about a student's teaching experience help to improve reflection in, on and for practice? The results from this study suggest that pre-service teachers can benefit from a more explicitly defined framework for reflective practice.