Reflection on teaching is a central component of teacher training. Student feedback on teaching can be used as a stimulus for reflection on teaching as it complements teacher’s perspective on several aspects of teaching quality. This far, however, it is only made use of rarely in teacher training. The present pre-post-control group study examines to what extent the structured reflection of student feedback promotes the development of positive attitudes towards reflection of pre-service teachers and whether individual conditions (gender, self-efficacy, anticipated stress in the teaching profession) are relevant for attitudinal changes. The intervention group (IG, n = 53) received a structured reflection format (student feedback on teaching as well as a written and collegial setting) during the school internship, while the control group (KG, n = 73) received conventional internship support without a student feedback-based reflection format. Findings illustrate that in general, pre-service teachers in their practical term highly value professional reflection of teachers and express a positive attitude towards student feedback. Regarding the change in attitudes, only limited effects of the respective group or of individual prerequisites were found. The results for the IG also reveal the need for further development of the provided reflection format.