This self-study action research dissertation explored the criticality of reflective practice for new teachers entering the field of education and teacher educator. The researcher used her own site at a small southwestern teacher college to solidify her own definition of critical reflection based on the works of Dewey, Schön, and Freire. She then investigated a variety of approaches to teach reflection such as journal writing, making the tacit explicit, and modeling to new teachers on internship license. Working with these experiences first on a macro level, the researcher analyzed the students' interpretations of these approaches to inform her future practice. Then, on a micro level, she tracks two specific students' critical reflection development throughout one semester in an introductory graduate education course. The researcher concluded that critical reflection is a developmental process that should be implemented at the foundational level of educational programs. Additionally, critical reflection should always have an action associated with it—allowing individuals to make decisions based on praxis. She also concluded that teacher educators should consistently interrogate their own practice.