The purpose of this study was to explore the lived experiences of teachers who engage in reflective teaching practice. This study was conducted at two elementary urban charter schools in New York City (NYC). A phenomenological research design was used to investigate the perspectives of twenty-one elementary school teachers who use reflective practice to enhance teaching effectiveness and promote students' learning. Purposeful sampling was used in the selection of the participants. Recommended participants were identified as reflective practitioners by their principal. Data was gathered using semistructured interviews, which were conducted in the fall of 2016. The data collection and analysis followed Moustakas (1994) outlined procedures. After each interview was transcribed significant statements were extracted, the analyzed statements generated six key themes and eighteen sub-themes. Data analysis and results revealed that teachers use reflective teaching practice to create meaning from their classroom experiences and enact necessary steps toward improvement. Through reflective teaching practice, participants were able to examine their teaching, assess students' learning, seek new ideas, and test theories to gain new perspectives on their classroom experiences. This research study is insightful because it adds to the body of knowledge about ways in which reflective practice supports teaching effectiveness and promotes students' learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]