Only few studies have explicitly attended to the nature of the perceived underlying factors that prompt young adolescents' reflective thinking in association with K-12 learning environment. This paper focuses on an analysis of the factors that are perceived by young students as prompting their reflective thinking and how those factors apply to the practice of design. Given that technology can provide scaffolding for reflection (Lin,X., Hmelo, C., Kinzer K., Secules,T 1999) and given that without appropriate support students have difficulty engaging in high-level reflective thinking (Hmelo, C. E. & Lin, X. 2000), it is important to look at the design issues and elements that should be considered in supportive learning environment design (focused on K-12 learning environment). This paper examines and analyzes learner perceptions of the role of the learning environment elements including cognitive and affective scaffolding, instructional strategies, and tools as important in supporting their thinking. The factor analysis revealed seven dimensions of helpful cluster of learning environment elements. Four distinct dimensions of them are such as feasibility of other's supportiveness, flexibility, cognitive scaffolding and learner's independence. The most helpful factor was the feasibility of other's supportiveness with the most helpful clusters of elements as having other's help and teacher's individual caring and encouragement. Recommendations are provided for designing learning environments that prompt reflective thinking based on these results.