This study recounts a practicing teacher's attempt to describe reflections during the course of teaching at the primary level. A self-study was conducted to address teacher thinking during "bumpy moments" in teaching, offering an insight into how we might capture the details of teachers' unseen reflections. Through an analysis of the many "bumpy moments" in teaching, several important findings emerged about the nature of reflection and how reflection actually occurs in the classroom context. Results of this study have implications for future research, teacher education and improvement of the teaching practice. (Contains 1 figure and 1 table.)