This paper considers student teachers as reflective practitioners and argues that reflection processes can be established in university pre-service programmes, rather than the more widely acknowledged school practicum.Results from a small-scale study into micro-teaching sessions, where student teachers taught peers, indicate that 'teachers' and 'learners' benefitted from sharing knowledge, and from reflection afterwards, evaluating teaching and learning approaches and considering strategies for future practice. Increased confidence, teamwork and appreciation of practical considerations such as organisation, planning and production of resources were all highlighted by the students as consequences of the sessions. We conclude that stimulation of reflection in the university setting through peer to peer teaching offers a helpful perspective for teacher educators, so that when students enter school practicum, they can interrogate their practice effectively, to enhance their pedagogy. We also raise questions about theory informed practice and the role it plays in reflection.