Reflection is a vital process in teacher preparation and development. Dewey (1933) pioneered the concept of pedagogical reflection, an iterative process examining the pragmatic aspects of teaching through querying one's pedagogical choices, embracing doubt, and adjusting instruction to promote student achievement. Scholars have since offered a variety of insights on the phenomenon, particularly with regards to its relationship to teacher education. For some stakeholders in the field, reflection holds with Dewey's more traditional presentation of the term--that is, a process tied to fine-tuning instructional maneuvers in an effort to maximize pedagogical effectiveness. But this understanding of reflection departs from the aims of critical reflection, a practice encouraging teachers to explore their own complicated sociocultural positions in an effort to become aware of and disrupt the power structures that create inequitable conditions for K-12 students (Gay, 2010; Howard, 2003). In this context, this article attempts to untangle the ways in which teacher education standards and performance assessments--specifically, the Interstate Teacher Assessment and Support Consortium (InTASC) standards, Teacher Performance Assessment (edTPA) Secondary English Language Arts Assessment Handbook, the Praxis Performance Assessment for Teachers (PPAT) Candidate and Educator Handbook, and the PPAT Reflective Practice Handbook--frame and portray the concept of reflection to teacher candidates. Specifically, it investigates: (1) How, and in what ways, do the InTASC standards, the edTPA Secondary ELA Assessment Handbook, the PPAT Candidate and Educator Handbook, and the PPAT Reflective Practice Handbook portray the concept of reflection? (1) Does this portrayal align with more traditional or critical conceptions of reflection? and (2) Do the documents negotiate traditional and critical portrayals of reflection and, if so, how? It concludes this work by discussing ways teacher educators can help their students reconcile potential incongruities in and among teacher education standards and performance assessments and, in doing so, position their students to think, and teach, in more socially just ways.