The goal of the reflective model of teacher education is to develop in-service or pre-service teachers' professional skills by having them reflect on their teaching. The present study is designed to investigate the effect of reflective teacher education on pre-service primary English teachers' professional development. For the purpose, 34 pre-service teachers participated in the reflective sessions after microteaching. The data from the reflective feedback session was collected and analyzed by using content analysis. The findings of the study are as follows: various types of teacher knowledge including pedagogical content knowledge, curriculum knowledge, content knowledge, and knowledge on learners were found in pre-service primary English teachers' reflection; Reflections on the earlier stages of pedagogical reasoning and action process. especially on the transformation stage, were also found; Three levels of reflection were identified. It was argued that, based on the findings, reflective feedback session stimulated and framed pre-service primary English teachers' reflection.