Reflective thinking is a complicated cognitive process that is generally aimed at problem solving. In the educational arena, it is a willingness to question teaching practices in order to inform decisions and to help improve the learning experiences given to students. Therefore, the preparation of reflective teachers is at the forefront of many teacher education programs. Current research utilizing the use of writings, journals, supervisory practices, and technology for example, has shown that engaging prospective teachers in reflective thought processes can increase reflectivity. However, little has been done in the field of physical education. Van Manen (1977) developed a framework that describes three levels of reasoning: I - Technical Rationale, where prospective teachers are primarily concerned with procedures; II - Practical Action, where prospective teachers begin to give reasons for their actions and why these actions may or may not have been appropriate; and III - Critical Reflection, where the prospective teacher thinks critically about thoughts, feelings, and actions. The purpose of this study was to use Van Manen’s rating scale to identify levels of reflectivity among preservice physical education teachers and if there were any changes in those levels throughout a twelve-week student teaching experience. The Dispositions on Reflective Thinking Questionnaire (DRTQ; Wittenburg & McBride, 2000) identified five participants. One male and four females agreed to participate in the study and all were enrolled in student teaching. After being observed teaching in the school setting, each participant was interviewed twice throughout the twelve-week period. The interviews were audiotaped, transcribed and analyzed using content analysis techniques. The participants completed ten written assignments throughout the student teaching experience, five of which were selected from each participant. The written data were submitted to content analysis and assigned a Van Manen value to determine levels of reflectivity. Results of the interview data found primarily Level I and Level II responses with several emergent categories such as teacher concerns, increased student cognition and psychomotor levels, and lesson structure. Results of the written assignments found all three levels of Van Manen for each participant with an increase in Level III toward the end of the semester. When strategies such as writing, supervisory practices, and other supportive strategies, this population of student teachers provided evidence of increased levels of reflectivity.Keyword(s): assessment, college level issues, professional preparation