Educational process reflection (EPR) is a professional development model aimed at supporting preschool teachers reflecting on and changing their practice. A particular focus is on interaction between practitioners and children, and between the children themselves. In this article, I first describe the theoretical frameworks that helped shape EPR, then offer a brief overview of its components. The main part of the article reports an evaluation of EPR. It will be shown that EPR was largely successful in terms of its aims, although there were weaknesses. The article ends with a critical reflection on the evaluation and how it informed the subsequent development of EPR.