Reflective learning is a standard and largely unquestioned pedagogy of initial in-service professional education. This case study problematises the processes of reflective learning and examines the constraints on beginning professionals' reflection. The paper outlines a theoretical framework to enable understanding of the nature of reflective learning and examines situated learning theory as a heuristic for understanding the contextual constraints on reflection. I present detailed evidence of beginning professionals' reflective learning, derived from qualitative practitioner research, evidencing the extent and depth of the beginning professionals' reflective learning. The paper then examines the contexts of the professionals' reflective learning and highlights certain constraints on reflection. I draw conclusions regarding the interplay of context and agency in professionals' reflective learning and develop suggestions for adult education practice.