The goal of this chapter is to show the mutuality between metacognition and reflection on at least two levels: as acts of thinking and as goals of instruction. This chapter reports what we know about reflective thinking with links to metacognition and also about how to teach it, which lags behind what we know about how to support metacognition more generally. First, what is the mutuality between metacognition and reflection as acts of thinking and what have we learned from research examining methods for fostering reflective thinking in general education and in teacher education more specifically? Next, what instructional features can be gleaned from the reflection research that hold promise for improving reflection instruction on a broader scale in teacher education? Last, what implications for instruction-oriented research are useful (and desperately needed) if we expect teacher educators to adequately prepare new teachers who are thoughtful, committed, and just?