This paper will present a perspective of reflective thinking as thinking internationally.Literature on reflective thinking has often presented it as a one dimension construct.A person is either reflective or not.The paper proposes that reflection is developmental in nature and that the higher a persons level of reflection the more he is able to think about cultural, ethical, societal and moral issues providing context for education.It is proposed in this paper that teacher education programs in Egypt need to reconsider its current status before they embark on adding international dimensions to its components.The presenter will support this proposal via the discussion of a research study that investigated student teachers reflective thinking in their action research.The results of the study showed that Egyptian prospective teachers in a selected teacher preparation program tend to reflect at a level of thinking that is limited to survival needs.Student teachers rarely ponder issues that may be causing these problems and larger ethical and societal issues.Higher levels of reflection are rarely exhibited in prospective teachers action research reports.These levels of reflection involve questioning ones own assumptions and beliefs, the impact of the societal and cultural values over educational practices, and the moral/ethical considerations behind these practices.Moreover, this high level of reflection involves the tendency to have visionary inclinations.It is argued that preparation programs need to empower student teachers to think about larger local contexts and issues before they are able to consider international issues and perspectives.Further recommendations and suggestions for enabling student teachers to move beyond technical rationality are presented.