Although reflection is seen as a means to improve teacher professionalism, its practice in Indonesia has a scant regard until the lesson study program was implemented around the year 2005. In Indonesian context, lesson study is a process by which teachers and teacher educators work together to critically improve the quality of classroom practice through a planning, observation and reflection cycle based on the principles of collegiality and mutual-learning to develop a learning community (Suratno & Cock, 2009). This paper describes the nature of Indonesian teacher reflection based on the authors' experience in implementing lesson study program at Indonesia University of Education with partnering subject teacher groups in two districts in West Java province. Data gathered from program documents, field study and videos of reflection phase of lesson study was analyzed by using the interpretative and discourse analysis approach. In this paper, the authors outline the context of lesson study implementation and its strategy to promote teacher reflection and identify the structure and types--descriptive, dialogic, critical reflection--of teacher reflection. In addition, the paper also discusses issues and lessons learned of teacher reflection from the program, and future directions of the development of teacher reflection in Indonesia. (Contains 4 tables and 2 figures.)