As a teacher, the ability to reflect on one’s own professional development is crucial throughout one’s career as a way of developing teaching and enhancing pupils’ learning. However, previous research has identified reflection as a significant challenge for student teachers, underscoring the importance of addressing it in teacher education. Therefore, this study aims to contribute to knowledge about student teachers’ professional development by addressing the following research question: How can teaching be planned and implemented in order to make it possible for student teachers to develop their ability to reflect on their own professional development? This chapter presents findings from an intervention study involving two learning study cycles, where two teacher educators and one researcher have collaborated systematically in planning, implementing and revising teaching using variation theory as a theoretical framework. The results show that student teachers’ learning, in relation to the ability to reflect on one’s own professional development, was made possible. The key findings consist of three activities implemented by the teacher educators; (1) working in a cyclic, systematic and collaborative process, (2) designing and analysing tasks based on variation theory and (3) creating and using a cyclic model for reflection. Together, these three activities contributed to increasing possibilities for student teachers to develop their ability to reflect on their own professional development within a teacher education programme.