This paper discusses how deliberation and critical reflection contribute to the quality of teachers' work. The paper defines deliberation and notes factors that could interfere with the process. The paper then examines critical reflection theory, differentiating three types of assumptions, and highlighting four "lenses" that can help the process of reflection. The paper concludes with an example of how deliberation and critical reflection are used to improve practice in a 2-year early childhood program, in which early childhood teachers meet every 2 weeks to discuss and reflect critically on their practice. (Author/HTH)