This paper examines issues related to reflective teaching, noting its role in teaching in general. The first section surveys the literature on reflection, exploring reflection from different angles as it applies to teaching and noting that these angles comprise a single concept of reflection. The rest of the paper examines what reflection is, in order to better understand how reflection can be learned. The paper investigates: reflection as a problem-solving technique; reflection as a frame analysis; reflection as a bridge between theory and practice; spontaneity and the Zen of reflection; appreciating the complexity of reflection; and essentials of the process of reflective practice (descriptive, comparative, and evaluative). The paper concludes that by using reflection as a problem-solving technique, teachers can know a good day's teaching because they can recognize and solve problems that arise. Through reflection as a frame analysis, they can examine their own biases and assumptions and change them when needed. Applying reflection as a bridge between theory and practice lets them learn from new theories and apply them directly to their classrooms. Reflecting with Zen-like mindfulness, they can be present in the moment so that teaching moves to the rhythm of their students. (Contains 15 references.) (SM)