In this article, I describe how an EFL teacher engaged in a process of reflective practice. As she looked back on her teaching career, she explored the critical incidents, principles, and practices that have informed her present teaching identity. I focus on how a taped monologue narrative technique was used, and on the rationale, practice, and outcomes of this technique. The participant gave a post-monologue interview about her reflections on taking part in this process, and some of her responses are included in the article. Given the positive outcome of using this taped monologue technique, I suggest that it could be used as part of a process of professional development and reflective practice between trusted teaching colleagues as an alternative or in addition to peer-observation practices.