In this article, a contribution is made to the discussion of reflection on the part of teachers. The discussion to date has shown that reflection must be broad and deep. However, just what constitutes broad and deep reflection and the relations between the two remain unclear. After consideration of the characteristics of broad and deep reflection, three domains of broad reflection are distinguished (i.e. the pragmatic, ethical and moral domains). Closed versus open approaches to deep reflection are also then distinguished which produces a typology of six reflection possibilities. Empirical support for this typology was gathered via interviews with 11 experienced secondary school teachers. The content of the interviews addressed actual difficult decision situations which the teachers had experienced, and application of the constant comparative method showed the teachers to indeed use the six reflection possibilities when they reflected upon the difficult decision situations. A clear preference for closed types of pragmatic and ethical reflection over open or moral reflection was shown. The conclusion is that the proposed typology can be used to map teacher reflection. The results further suggest that the breadth and depth of teacher reflection are in need of development and that the relations between teacher reflection and their professional behaviour should be examined in greater detail. (Contains 3 tables.)