This research examines the experiences of 15 preservice teachers as they refined their reflective skills over a period of 2 years. They elected to undertake a rigorous process of portfolio preparation and written reflections upon practice during was successful in providing positive feedback about quality of teaching. Beyond that, the preservice teachers discovered that reflecting on practice also led to recognition that there were aspects of teaching that could be improved. The findings suggest that through a reflective process, preservice teachers are able to identify a gap between their aspirations and the reality of their practice. This is professional learning that results in better learning opportunities for students.