Recent changes in education, including inclusion of students with disabilities, promise to heighten the complexity of teaching. Preparing reflective teachers may help to deal with these increasing demands. This paper reports analysis of critical reflection and two other features in cases authored by teacher candidates and submitted in a course on inclusive education. Forty-eight regular education candidates wrote cases about classroom experiences that occurred during their teaching practica. Following the work of Dewey and Harrington, each case was analyzed for three aspects of critical reflection?openmindedness, responsibility, and wholeheartedness. Findings suggest that the majority of the teacher candidates demonstrated at least the middle level of the three levels of each aspect of critical reflection. Case-based pedagogy merits further study for its potential in helping teachers to reflect on, and act in the face of, the ambiguity associated with recent changes such as inclusion.