The purpose of this study was to clarify the effect of reflecting by student A, who participated in a teaching practice. As a result, the following three points were clarified. First, student A made more comments at case conferences than student teacher B. Moreover, student A made more comments concerning “alternatives” in which students’ reflections appear in case conferences than student teacher B. Second, the students’ reflections at case conferences revealed a commonly shared viewpoint on “teaching skills”. Student A also held the viewpoint of an “approach to the objective” and that the content of the class was appropriate to the goal of the lesson. Regarding the difference between student A and student teacher B, it was suggested that the mentoring received by student A from mentor D during the teaching practice had some degree of influence. Third, both student A and student teacher B has difficulties with “schoolchild understanding” despite mentor D talking at case conferences about this issue. Based on these findings, it is suggested that it is difficult to engage in reflection that enables student to comprehend “schoolchild understanding” in teaching practice.