Reflective thinking is central to the identity and life of a teacher. One of the foremost tasks of teacher education is to initiate pre-service teachers into the teaching profession as reflective practitioners. This study investigates the levels of reflective thinking pre-service teachers in Mumbai pursuing undergraduate programmes in Education. The study uses a descriptive survey approach. Data was collected from 94 pre-service teachers. The tool used was Questionnaire for Reflective Thinking developed by Kember et al (2000) which is a four-scale instrument measuring levels of reflective thinking in terms of four constructs; habitual action, understanding, reflection and critical reflection. The data revealed that the pre-service teachers have higher levels of understanding and reflection as opposed to habitual action and critical reflection.