In the literature dealing with L2 teacher training and education numerous references are made to the concept of reflective teaching and teachers and teacher educators are encouraged to engage in reflective practices. The present paper, however, argues that in our attempt to empower teachers to become more efficient practitioners, we have lost sight of some important practical as well as theoretical considerations. Historically and theoretically, reflection has been influenced by many trends and philosophies which make the term reflection open to different interpretations. In addition, current reflective views lack a critical dimension since the emphasis has mostly been on rational aspects of the term. From a practical viewpoint, most of the stress has been on retrospective accounts of reflection, not on the prospective, creative aspects of the concept. Moreover, there is no evidence to show improved teacher or student performance resulting from reflective techniques and almost no acknowledgement of teachers' personality in such discussions. Finally, too much emphasis on reflective practices and teachers' practical knowledge might result in isolation from the language teaching discourse community.