How effective is reflective teaching in increasing the engagement and achievement of pre-service teachers when utilized by a first-year college instructor? This article documents a practitioner inquiry project in which I reflected both on my own observations and student feedback regarding what teaching methods were most beneficial in an undergraduate elementary education class. Data included student feedback, personal researcher journal entries, student quiz scores, and format for presenting material in class. Pre-service teacher engagement and learning were both enhanced by integration of videos, activities, and higher level questions into class sessions. The results of this research affirm the power of reflective teaching while also reflecting the need to more actively engage pre-service teachers in this practice. As a new instructor at the college level, I came in with preconceived notions based on my own previous experiences of what teaching undergraduate students looks like. These prior experiences included a great deal of lecture, independent work, and whole class discussion of the material within each class session. However, as a reflective practitioner, I pushed myself to question those notions and search for more effective methods and strategies. This perspective of the reflective practitioner aligns with Dewey’s (1904) statement that one who truly wishes to “grow as a teacher” must be a “student of teaching” (p. 791), reflecting on their own practice and continuing to seek for and learn as much as possible about pedagogy, content, the needs of their students, etc. I sought to analyze my own teaching, determine its effectiveness, and actively engage in improving my strategies to benefit my students.