This 5-year study of 2 instructors teaching a master's level instructional design course used developmental research to systematically examine a reflective teaching approach. The reflexive teaching model is described. Eight data sources across six deliveries of the course were analyzed in terms of design decisions (the teaching model), model implementation, and model evaluation. Methodological issues of this developmental research study are discussed, including data management of evolving data sources, data analysis of teaching artifacts, and the balancing of teaching goals and research objectives. Guidelines for using developmental research to study one's teaching are summarized. The guidelines are organized along the developmental research cycle, consisting of design, implementation, and evaluation components, and are listed first by teaching decisions and second by developmental research prompts. The guidelines address both designing and teaching, activities. (Contains 25 references.) (Author/AEF)