Thirty years ago, Schön (1983) described practitioner reflection as a process of framing and reframing problems, creating reflective conversations with oneself and with others, taking actions to change one's practice, and evaluating the consequences of those changes. Teacher educators teach and model reflection on teaching practices, and observe a range of ways that teacher candidates engage in the reflection process. Yet a consistent finding in the research on teacher reflection is that higher levels of reflection are rarely observed among teacher candidates. This article seeks to gain greater appreciation for the kinds of thinking and reflection that teacher candidates actually do. The authors look at reflections of teacher candidates that are typically categorized as descriptive, routine, or technical and seek to identify if and how "low levels" of reflection in fact serve a relevant purpose for teacher growth and development. They seek additional ways to understand what are typically labeled as "surface-level" reflections.