This paper focuses on the utilization of reflective teaching and thinking as a tool to engage teachers in the process of observing, examining, analyzing, and evaluating their philosophy of teaching and learning and their effectiveness as teachers. Research has indicated that reflection encourages teachers to assess critically "What am I doing?,""Why am I doing it?," and "Does it result in increased student learning and achievement?" A more important question is, "Does it help me become a more knowledgeable and effective teacher?" Observations of 22 elementary school teachers support the importance of reflection for teacher improvement. (Author/SLD)