In this naturalistic study, I examined science teacher educators’ ideas and plans for pre-service teachers’ development of reflection. Participants espoused different ideas about influences, values, and strategies, but consistently emphasized the outcome of effective decision-making by pre-service teachers. Differences were found concerning stimuli, content, processes, and other outcomes such as issues of personal growth and equity. External influences of students, subject matter, and the milieu of learning contributed to how participants framed the value of reflection and designed curriculum for its development. The study provides a meaningful framework for teacher education faculty to examine their own practice. Results suggest further inquiry into (1) reflection in the enacted curriculum, (2) reflective practice of teacher educators and how that is modeled for their pre-service teachers, and (3) changes in components and orientations from accountability influences.