This article reports a small-scale descriptive study on the extent to which the teaching practicum in the foreign languages program of a public university has been approached as a reflective experience. Data was collected through journal entries and questionnaires. In the analysis, several pre-categories arose which were then framed into Bartlett’s five reflective teaching categories (mapping, informing, contesting, appraising, and acting) (1994). The findings show that student teachers have not fully undertaken their teaching practicum from a reflective perspective.