The purpose of this study is to investigate the effect of reflective teaching practices and activities which are used to develop the candidate teachers’ writing skills on academic article writing successes. Within this scope, weekly two hours academic reflective writing activities were done with 46 freshman candidate teachers who were attending the Turkish I: Written Expression course in Turkish Language and Literature department in Kazım Karabekir Faculty of Education at Atatürk University for whole semester (14 weeks) during 2012-2013 academic year. Experimental design based on single group pretest-posttest applications was used in the research. At the beginning of the research, candidate teachers were instructed to find a topic and to write an academic article; then, they were all informed and taught about how to write an academic article by reflective teaching activities step by step. They were required to write daily journal related to the course. The course was video-recorded and the researcher also recorded her field notes and observations on observation sheets. At the end of the process, findings from the students’ pre-test articles and their post-test articles after 14 weeks were analyzed and transformed into quantitative form using academic article evaluation rubric. The findings obtained using the SPSS analyses showed that reflective teaching activities caused to happen significant academic writing skills in candidate teachers comparing to the first ones. Quantitative findings obtained from this research suggest us that employing reflective teaching practices in contemporary teacher education and developing academic writing skills of candidate teachers may be so effective in particular.