"The notion of reflection nowadays is considered crucial in the field of teaching and teacher education" (Clara, 2015) and relevant literature reviewed in this study has indicated support for this. We propose and test a model of reflective thinking among teachers using a sample of 1,070 preservice teachers in Malaysia. Data were collected using a self-report questionnaire administered to the participants. Structural equation modelling (SEM) was employed as an analytical technique for the proposed model. The results show that reflective thinking leads to self-efficacy, self-assessment and teaching awareness, all of which are traits of competent teachers. The research model in this study also suggests that the ability to self-reflect is crucial for the development of confidence and competence among teachers. Limitations and implications for practice are also discussed.