Explored efforts, within an action research study of a 3- year Inservice Education and Training (INSET) program, to implement reflective approaches in training unqualified and underqualified elementary teachers in Namibia. Results found that western approaches to teacher reflection could not be used productively with Namibian teachers unless there was some adaptation of the process. Implications for educational reformers, expatriate advisors, INSET providers, and researchers are noted. (SM)