Reflective practice, as defined by Farrell (2015), involves teachers critically examining their professional practices, and reflecting on the philosophies, beliefs, and theories that shape their actions both inside and outside the classroom. This reflective process is essential during teaching practicum experiences, as it helps pre-service teachers refine their instructional approaches while deepening their understanding of the guiding values and theories behind their teaching. This qualitative case study aimed to explore how three pre-service English as a foreign language (EFL) teachers reflected on their experiences during their teaching practicum, using the framework for reflective practice as an analytical tool. The study also aimed to assess the influence of reflective activities on the participants’ future careers. Data were collected through classroom observations, written reflection, and follow-up interviews, and analyzed using thematic analysis. The result showed that throughout their practicum, the participants engaged in reflection, critically evaluating their beliefs and expressing them through the stages of philosophy, principles, theory, practice, and beyond practice. These stages were interrelated, revealing common themes while also highlighting the complex relationship between the teachers’ articulated principles and their actual classroom practices. The study further indicated that reflective practice had a positive impact on the participants’ teaching experiences during the practicum and is likely to shape their future teaching careers. The findings offer valuable insight for other pre-service EFL teachers, encouraging them to incorporate reflective practices into their own teaching experiences.