This paper examines some of the emotional issues that can interfere with teachers' professional skills and abilities to reflect on what they are doing in a non-emotional, non-judgmental way. For example, the recent move to include students with disabilities in mainstream classes has placed stress on many teachers, making them feel overwhelmed, frustrated, or unqualified. Though many teachers continue to function despite significant stress, they may carry with them emotional baggage regarding students, parents, and administrators who do not provide support or who place unrealistic demands on them. This emotional baggage often interferes with effective teaching and reflecting. Teachers can reflect on their teaching and their classroom management, but they must find the time and then deal with their emotions, exploring alternatives realistically when they are not upset or emotionally drained. Many teachers are caring individuals who truly want to make a difference in children's lives, but given the plethora of duties, obligations, and other responsibilities they have, they are often unable to adequately reflect on their teaching skills and strategies and thus are less able to deal with their students. (SM)