In this article, the author invites students to reflect on the characteristics of their own teachers. The author contends that this reflection can be a methodological process and model toward a better understanding of what identifies teachers as professionals. To "constructively reflect" on teacher professionalism, it is imperative that the four reflective stages for action (topical reflection, historical reflection, constitutional reflection, and reflection for action) are carried out. Here, the author briefly outlines the process of reflective practice as offered by York-Barr et al. (2001), proposes variations for academic meaning, and focuses the process on teacher professionalism.