The study examined the impact of reflective teaching strategy on science education students learning outcomes in Bamidele Olumilua University of Education, Science and Technology, Ikere- Ekiti. Ekiti State, Nigeria. Two research questions were raised to guide the study while two research hypotheses were formulated for the study. This study adopted a descriptive research design of the survey type. The population of the study comprised of 60 Science education Students in 300 level in Bamidele Olumilua University of Education, Science and Technology, Ikere, Ekiti State. The sample for the study comprised of 40 science education students. Purposive sampling techniques was used to select 10 students in Biology, 10 students in Chemistry, 10 students in Physics, 5 students in Integrated Science and 5 students in Mathematics. The instrument used for the study was a self-constructed questionnaire on the impact of reflective teaching strategy on science education Students learning outcomes. The face and content validity of the instrument was done by experts in the field of Science Education, Test, Measurement and Evaluation. The reliability of the instrument was determined through test-retest method. The administration of the questionnaire was done by the researcher and a junior colleague who was trained as research assistant. Data collected and collated from the study were analysed using descriptive statistics of frequency counts, percentage and inferential statistics of chi-square. All hypotheses generated were tested at 0.05 level of significance. The findings of the study revealed that there is significant difference in enhancing Science education learning through the use of reflective teaching as a strategy. Also, there is a significant influence of introduction of reflective teaching on students’ attitudes towards Science education. Based on the findings of the research it was concluded among others that reflective teaching strategy is therefore relevant in facilitating students’ learning outcomes in science education.t was recommended based on the study among others that use of reflective teaching strategy in teaching science education in tertiary institutions motivate, stimulate and sustain students’ learning outcomes in science education. Keywords: reflection, teaching strategy, science education, teacher education, classroom interaction,