Good teachers of critical thinking ask hard questions of students; however, they must also ask hard questions of themselves to be the best possible teacher and provide the best learning environment. In this article, two veteran educators present reflective questions that teachers might ask themselves as they prepare and implement courses. These questions, which may serve as a guide to help teachers think critically about their own classroom practices, are grouped into three categories: (1) knowing oneself as a teacher; (2) determining pedagogical content and process strategies; and (3) coaching students. No answers are given because there is no single answer that applies to all teachers. Answers selected by individual teachers will vary by subject matter, teacher personality, and student background, as well as institutional and community educational philosophy.