This article discusses the results of a study that investigated the use of different procedures to support the reflection processes of university-level dance students. As a procedure of unguided reflection, the students were asked to write a free-form essay and, as a form of guided reflection, a semi-structured interview and written reflection were carried out. The aim of the study was to investigate which teacher activity and argumentation levels university students employ when using different reflection procedures. Qualitative content analysis was performed on the reflections; the distributions of the characteristics of reflections were assessed using a ?[superscript 2] test. Overall, the results show that guided reflection is more effective, even though it requires more effort and time. Guided reflection elicited the dialog and transformative level, while unguided reflection elicited the descriptive level. When comparing the levels of teacher activity in terms of the levels of argumentation, it was discovered that students tended to use lower levels of argumentation for external levels of teacher activity and higher levels of argumentation for the more internal levels of teacher activity.