Recently, it is emphasized that reflective practitioners who observe and deliberate in one’s own class. Although the teaching skill of teachers is improved by diverse experiences from an educational field, the balance between knowledge and self-reflection is required from the period of pre-special teacher. For improving the knowledge of pre-special teacher’s self-reflection it is needed to learn the academic knowledge and theory, to experience a educational setting, to reflect and to improve one’s performance systematically. Based on the analysis of pre-special teacher’s reflective journal writing during teaching practice, the study was conducted to understand the experienced reflective contents of pre-special teacher and to find a way for improving pre-special teacher’s quality and expertise. Four pre-special teacher who participated in a school for the blind during four weeks of teaching practice were included in this study and their reflective journal writing was analyzed. The reflective contents of pre-special teacher using the results of 75 reflective journal writings were as follows: 1) the knowledge of teaching contents, 2) extra curricular activity, 3) the problem of educational field, 4) understanding students, 5) self-understanding as a pre-special teacher and 6) the specialty of teaching. The results were presented by six main themes and 20 sub-themes. The effective action plan of reflective journal writing was suggested in this study. This study present the necessary things of training course for pre-special teacher and educational direction for students with disabilities.