This study investigated Reflective Teaching as determinant of pre-service teachers’ performance in Basic Science in Nigerian Colleges of Education.  Teachers need to reflect on their teaching goals, in order to achieve desired educational goal of pre-service teachers in Nigerian Colleges of Education. One research question was raised to guide the study and one null hypothesis was formulated and tested at 0.05 level of significance.  The study design was pre-test and post-test control group quasi-experimental research with experimental group adopting Reflective Teaching and the control group using the conventional approach. The sample of 124 pre-service teachers was drawn from a total population of 1,260, using multistage random sampling procedure across the six states of the south-west geo-political zone of Nigeria. Three instruments were used. They were; Pre-service Teachers’ Achievement Test in Basic Science (PTATBS), Instructional Guide for Reflective Teaching (IGRT) and Instructional Guide for Conventional Teaching (IGCT) to collect relevant data from the pre-service teachers. The data collected were analysed using mean and standard deviation for the research question and inferential statistics of Analysis of Covariance for the hypothesis generated. The result indicates that reflective teaching determines pre-service teachers’ performance in Basic Science in Nigerian Colleges of Education.

Keywords: Reflective, Pre-service teachers, Performance, Colleges of Education,

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