This article describes a research study in which 10 early childhood education students participated in facilitated critical reflection experiences during a 7-week practicum. Students' critical thinking skills were quantitatively assessed using the Cornell Critical Thinking Test and qualitatively documented through analysis of daily, weekly, and summative reflections. While quantitative results showed no significant changes in measurable critical thinking skills, students' levels of critical reflection increased when they were provided with regular guidance and appropriate tools. Students were able to demonstrate critical reflection through group discussions and written reflections while engaged in a process consisting of fading levels of structure, thought provoking questions, and meaningful experiences in environments that challenged their preconceived notions and typical practices.