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We present the results of a study on the reflection practices of pre-service teachers in the context of a student teaching seminar. We explore the ways in which beginning teachers pose questions, engage evidence, formulate next steps, and re-frame issues, as they use a specifically designed reflection tool. Using a mixed method design, we highlight patterns in the kinds of questions candidates ask and how questions shift over time. We note patterns in candidate realizations and action steps. We also note profound differences in candidate reflection patterns and concerns. We conclude by considering the possibilities and limits of reflecting within a concrete action space, and we suggest tools that teacher educators may use to promote substantive reflection.