Assessment of the different reflective experiences plays a significant role in science preservice teachers' professional development. It includes the difficulties, coping mechanisms, and implications of ten science preservice teachers in one University in Leyte purposely selected as participants. It employed a descriptive single case study patterned with the Reflective Practice Model of Gibbs 1988 and the Coping Mechanism Theory of Lazarus and Folkman (1987). The study utilized questionnaires in Google form, in-depth interviews, focus group discussions, and observation notes to gather data. The researcher used the thematic analysis of Braun and Clarke (2006) in the data analysis. The study's findings revealed the difficulties of science preservice teachers, such as unstable internet connectivity, classroom management, lack of knowledge on technological integration in teaching, and inability to submit given tasks on time. Coping mechanisms include positive disposition, interactive lessons, technology integration in teaching, and time management. Implications identified as learning while teaching, experience is the best teacher, and assessment of one's strengths and weaknesses. Results of the study point out to school administrators to review the practice teaching manual, enhance the feedback mechanism on the part of supervising teacher educators and expose preservice teachers to more reflective activities that will help them reflect, analyze and assess their strengths, weaknesses, what to improve and the impact of their whole teaching practicum.