Recently, in the field of teacher education, it has been strongly supported to train reflective teachers. EPETE is also no exception to this trend. Despite the importance of fostering reflective elementary physical education teachers, there has been few, if any, research on the practical program to educate reflective pre service elementary school teachers. Lately, Korthagen(2001) reported the possibilities and results of reflective teacher education after having applied concrete programs and methods for it as a realistic approach for 10 years or so. Thereby, this article suggests three implications that the realistic approach for reflective teacher education provides to reflective EPETE. First, reflection should be facilitated through field experience at theory-based class. Second, ALACT model should be actively utilized for reflective EPETE. Third, teachers should change their mind for reflective EPETE. Furthermore, based on these implications, this paper suggests the examples of programs in reflective EPETE through the realistic approach. ※ Key Words : reflective teacher education, Performance pedagogy, reflective pedagogy, the realistic approach, ALACT model, reflective EPETE