This paper reports on an action research study on the use of reflective practice by a teacher educator. It highlights how the teacher educator co-constructed knowledge with a doctoral student within reflective environments, examining teaching practices, and analyzed dialogic perspectives. Using journals as a primary means of reflection allowed the teacher educator to determine her own focus and what she wanted to understand. The primary goal of this study was to investigate the effects of self-reflection on the teacher educator as learner. At issue were recursive versus linear curriculum and elementary versus secondary experiential backgrounds. The secondary goal was to examine the results of teaching the same or similar material in multiple ways and how such variation has an impact on different learners. The results indicated that both teachers (pre- and inservice) and the teacher educator gained. The primary benefit for the teacher educator was a deeper understanding of her own teaching style and ultimately, greater effectiveness as an educator. The teachers rated the course highly, remarking that they felt extremely well prepared to teach in today's foreign/second language classrooms. The original syllabus is appended. (Contains 33 references.) (Author/SM)