Reflection is an approach for self-improvement and deeper learning that looks at a previous experience to learn and expand knowledge of a subject. Reflection can also help make connections between theory and practice. Journaling is a tool that can be used for teaching and guiding students to apply critical thinking and reflection. In agriculture teacher education, immersive experiences can help students continue to bridge the gap between theory and practice, and build students’ knowledge base of program management, classroom and laboratory facilities, and teaching practices. By supporting reflective practices, students can gain a deeper understanding of the content and improve learning. The objective of this presentation is to share first-hand experience in the use of reflective practice and its facilitation among preservice teachers in a teacher preparation program using journaling to help them document and analyze their experiences during program visits to rural agricultural communities and their school-based agricultural programs. Reflective journals helped students think through their perceptions, the impacts of the visit, and any thoughts on how this experience may influence their future career as teachers. Seven undergraduate preservice teachers participated in the reflective journaling practice and were joined by nine other participants including faculty and graduate students who also participated in the immersive experience. Preservice teachers often lack practical application and context related to their teacher education coursework. Supplemental student experiences outside of the traditional classroom have been meaningful experiences with teachers and stakeholders who facilitate innovative practices in their SBAE programs. The use of reflective journals also helps to inform teacher education faculty of the impacts through SoTL and additional ways to enhance learning both inside the classroom and in the field.