This quasi-experimental study is an exploration of the affects of reflective learning to prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills in the relationship of this variables. It involved 60 prospective teachers from two intact basic mathematics classes of a christian institution of higher learning. There were two treatments used in the study, namely, the lecture discussion approach and the reflective learning approach of teaching. The lecture-discussion involved five phases: introduction, presentation, comprehension, monitoring, integration, and review and closure. The reflective learning approach involved initializing, exploring, and connecting processes. Validity and reliability-tested researcher-made tests on the conceptual understanding, critical thinking, problem solving, and mathematical communication skills served as the instruments. The study reveals that the scores of the prospective teachers exposed to the reflective learning approach and the lecture-discussion approach and the lecture-discussion approach was below 50% of the perfect score before and even after the intervention. It shows that the prospective teachers' conceptual understanding, critical thinking. problem solving, and mathematical communication skills significantly improved in the reflective learning group as well as an in the lecture-discussion group. But the main gains of both groups are significantly different in favor of the reflective learning group in all the aforementioned skills except in critical thinking. Furthermore, the prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills were all found out to be significantly related in the reflective learning group. However, in the lecture-discussion group, only the following pairs were significantly related: conceptual understanding and mathematical communication skills. This study includes the discussion on the implications of the results to mathematics instruction among prospective teachers, constructivism, experiential, learning, and social cognitive theory.