Reflective practice, the continuous process of self-evaluation and analysis of how teachers teach, is central to their continuous development and improvement as effective educators. The importance and benefits of comprehensive reflective practice represented one significant outcome and this author believes it to be a topic worthy of increased consideration by a community of teachers. In this article, he discusses the importance of comprehensive reflective practice and outlines an approach to reflective practice. The approach draws from several of the literature references cited in this paper. The author outlines this approach in the hope that some may find it useful, or at least that it will trigger the reader's further interest in and engagement with this topic. The approach suggested initially entails the identification of a specific assumption, value, or issue relating to current teaching practice with which a teacher is unhappy (or the identification of a potential teaching innovation the teacher wishes to explore). Once identified, consideration of the assumption or question to arrive at some form of conclusion or answer entails subjecting it to four different perspectives or "lenses"--(1) the autobiographical or personal lens; (2) the student lens; (3) the colleague lens; and (4) the literature lens.