This study examines four Singapore teachers' reflections on issues and problems in their teaching practices. As an insider-outsider or educator-researcher seeking to understand the complexities of teaching, we interrogated the teachers' beliefs, dilemmas, biasness and prejudices embedded in their reflective narratives on experiences in curriculum work within an education system which is dominantly centralized and highly routinized. The teachers reexamined taken-for-granted practice and beliefs, and revised their written reflections. The recursive process of reflection and meta-reflection reveals more critical insights into the curriculum work and teaching. This shows that superficial forms of reflections are easily constructed, but critical reflections, especially on race and gender issues in teaching, tend to be ignored. Analysis of the reflective narratives written by the teachers showed divergence in their experiences as science teachers despite of teaching in a seemingly centralized and homogenous system. The findings suggested that interrogation of teachers' reflections could provoke more critical and in-depth reflections on normative teaching practice and offer teachers a platform for their voices to be heard. (Contains 1 table.)