This study explores the effectiveness of asynchronous discussion forums (ADFs) in promoting reflective thinking among preservice teachers. It investigates how factors like the structure of the ADF, its focus, and group dynamics influence its potential to facilitate reflection. Using both quantitative and qualitative methods, the study supports the idea that ADFs can enhance reflective thinking. However, it also highlights key considerations for practice and research, such as the strategic placement of students in groups to boost learning and the impact of social dialogue and group membership on reflective outcomes.