In this study, the authors present the results of using word clouds as a tool in reflection to examine the potential for metacognitive process around pedagogical practice with preservice teachers (PSTs). This research utilized a qualitative method and case study design to answer the question, what is revealed about the metacognitive process of PSTs in an elementary mathematics methods course using word clouds as a learning tool to supplement reflection? The authors examined the effect of incorporating a pre-and postcourse written reflection assignment supplemented by a word cloud. The tool provided multiple perspectives and a visually enhanced image of written reflections to promote critical thinking about teacher beliefs and practice. In the results, three practiced based subcategories emerged: a deeper understanding of beliefs about professional practice, an acknowledgement of professional growth, and an increased perception of teaching efficacy. This study elucidates the juxtaposition between metacognition and PST beliefs, growth, and self-efficacy.