As teachers reach out to families in new ways, attempt to learn from them, and connect that knowledge to instruction, what do the teachers reflect on and consider? This article explores this question based on the experiences of two teachers involved in a multi-year study focused, in part, on school-family connections. Findings emerged from data collected during numerous visits made to the students' homes over two to three years, formal and informal interviews with the families, and the teachers' weekly reflections about their teaching and the students' academic development. They also reflected after each of the family visits, focusing their reflections on what had taken place on the visit, what they had learned from and about the family, and what this new knowledge meant for teaching that particular child or the class as a whole. The teachers' goal was to help students achieve academically by providing effective instruction that linked students' learning in school to their background of knowledge and experiences. The teachers' reflections helped them focus on whether and how they were reaching that goal and on what modifications might be needed.