This paper reports the results of a qualitative research study designed to examine the effects of guided written and oral reflections for developing reflective thinking skills among Arab-Muslim female student teachers in an English as a Foreign Language (EFL) teacher education program in Israel. Guidance was provided in the framework of a one-year practicum. Besides employing some qualitative research methods such as observations and conducting interviews, a pre-post questionnaire to examine changes in the participants’ perceptions of reflective skills was administered. The results indicate some improvement in the students’ reflective abilities. However, a more structured practice teaching program, time and ample opportunities for practice and reflection are needed to help Arab Muslim student teachers further develop their reflective abilities.