Modern professional activity involves the active use of reflection by a person in order to find «points of growth» for the successful construction of his/her own career. Accordingly, the task of facilitating the development of students’ reflexive skills during the period of professional training by teachers is of particular importance. The article presents the authors' view on the solution of the problem, consisting in considering these skills as part of the reflective component of the students’ self-expression culture. The purpose of the article is to describe their characteristics. To achieve it, the study was conducted, which involved 120 students of the Institute of Childhood of Novosibirsk State Pedagogical University. Based on the data obtained, a conclusion was made about such characteristics of the reflective component of the students’ self-expression culture as the prevalence of reflection in relation to one’s activity in comparison with the comprehension of professionally important qualities or behavior, the presence of difficulties in trying to put oneself in the place of another person, when analyzing the reasons for one’s failures or successes. Introspection is used more often than quasi-reflection or systemic reflection. The self-esteem of most students is adequate. There are significant difficulties in assessing the performance of various elements of the mastered professional activity. The authors concluded that special work is needed to improve the characteristics of the reflective component of students’ self-expression culture in the process of vocational training.