Since the beginning of the 20th century, professionals in language teaching have strived for ways that could guarantee better outcomes in language teaching classes. Different methods were used mostly in the first half of that century. The some language teaching professionals moved beyond methods with the hope of gaining greater results. In one case, some language teachers moved towards what is now called reflective teaching (RT). RT requires teachers' self-observation as well self-evaluation which should go on in a cyclical manner to ensure teachers' understanding of their own classroom actions so that refinements can be introduced where necessary. RT is a process whereby teachers' reflect on their own classroom actions to collect and analyze descriptive data which can show where a change for better can be made. RT results in teacher and material flexibility and teacher professionalism. This paper provides a descriptive account of RT in language classrooms.