To measure the durability of the impact made by writing reflective narratives, as practiced during student teaching, on professional development while teaching, a group of 18 elementary school teachers who had just graduated from Farhangian University in Tehran was carefully selected and then interviewed within a semi-structured framework. The collected data were initially content analyzed deductively using open coding method, and then comparatively using Danielson’s Model of Teaching. The comparison revealed that although the deducted areas of impact correspond with the model’s four dimensions and 15, out of 20, constituents, most correspondence is seen with the first and third dimensions associated with instructional design and teaching. As a result, it can be said that writing reflective narratives can help student teachers with their professional development beyond their graduation if they experience independent teaching within a natural realistic teaching environment while student teaching.