The complexity of professional practice requires that educators on all levels "re-think current methods and strategies (rubrics and checklists) that impede the notion of teaching as complex and nuanced" (Klein, 2008, p. 119). Current practices of reflection within teacher education continue to privilege quantitative methods for reflection and analytic thinking about practice. For visual thinkers, these methods can be highly insufficient and unsatisfying. We propose that art educators can benefit from reflective strategies that utilize natural tendencies toward and interests in visualization and that support integrated approaches to self-study.