Reflexivity is central to initial teacher education programs. However, students find it difficult to “enter into reflective practice.” This contribution qualitatively investigates the priorities to give to a reflective intervention, deployed throughout the training, by identifying, for each year of training, the training needs and the relationship to knowledge of future primary school teachers. If all students request pragmatic content, differences were observed (depending on the year of training) in terms of student perception of reflexivity and its usefulness, identity, relationships with trainers and peers, learning, emotions, and perception of competence. Hence, it seems necessary, in the first year, to work on the meaning of the profession and initial conceptions; in the second year, to invest in emotional regulation and to scaffold the reflective approach; and, in the last year, to support the students’ needs for emancipation.