Despite the abundance of research exploring the formats, functions, and processes of teacher reflections, many pre-service teachers still perceive it as an abstract and daunting task, owing to the insufficient provision of authentic and practical training and support. This article examines the immediate and long-term effects of explicitly teaching reflective practice (RP) on three student teachers’ professional learning in a language pedagogy course within a pre-service teacher education programme. Drawing on data from multiple sources, including semi-structured interviews, field observation, and reflective essays, the findings suggest that student teachers’ RP, in terms of its breadth (i.e. content focus) and depth (i.e. discursive use of language), showed immediate improvement after the practical workshops with an explicit focus on RP. In the second round of interviews conducted two years later, the importance of RP was reiterated by the participants, who highlighted the evidence-based nature of RP while outlining practical challenges that hindered their RP in actual school contexts. The findings further highlight the issue of authenticity in RP and provide practical suggestions for pre-service teacher education.