This chapter reports on a study--referred to as the reflection study--took place within the department of foreign languages at the University of Toledo. The study sought to engage in a collaborative action research project with volunteer graduate teaching assistants. The students were to select an aspect of their teaching, determine goals in relation to the selected aspect of teaching, project plans for change, execute change, record results of executed change, and evaluate the initial goals and results thereof. The goal of the study was to examine and learn about the graduate students' process of learning. The methodology used was informal and included interviews, observations, and conversations with the participants, as well as journal entries and video and audio tape recordings of classroom teaching. The action research enabled the participants to reflect on their professional development, because it encouraged them to hypothesize and theorize from personal experience to personal sets of generalizations about change and the learning process. Appended are: French 517: Teaching Colloquium syllabus; Portfolios assignment description; Final Project Options--Teaching Colloquium; Student Questionnaire; and Sample Questions for Student Interviews. (Contains 34 references.) (Author/VWL)