Many teacher training programs, including MATESOL programs, encourage their trainees to be reflective practitioners. The MATESOL program at The American University of Sharjah (AUS) is no exception and offers the students many opportunities for reflection. This article discusses my experience with a recent cohort's reaction to being asked to reflect on their own teaching and learning in the final course of the program "ELT 619: Practicum in TESOL". Unlike other cohorts, several students in the class were showing what seemed on the surface to me as resistance to keeping a reflective journal and to examining their beliefs about teaching in learning in their lesson plans. Rather than deduct grades and otherwise force students into reflecting as per the course objective and assignments, I decided to conduct an Exploratory Practice investigation of this situation and search for a greater understanding of the students' reactions and apparent resistance to the reflective assignments I gave them. (Contains 1 note.)