Reflective practice is used in different fields such as education and mental health. The educational form of reflective practice has been around since the 1930s (Dewey, as cited in Pedro, 2006); it is a problem-solving process that facilitates examination of behavior and responses to behavior. It takes into consideration multiple factors, integrating knowledge, skills, and experience, and it involves stepping back from the issue, reflecting on contributing factors, and brainstorming possible solutions. Reflective practice in the field of infant and early childhood mental health incorporates the same components as defined above, and it requires interventionists to pay explicit attention to the emotional and relational aspects of working with families. It provides early interventionists with an opportunity to explore a range of responses that they experience in their work, from conceptual difficulties about intervention to emotional reactions to families. Through this exploration, early interventionists have an opportunity for open dialogue and a safe place to express and explore their feelings and those of the children and the families. Through this exploration, early interventionists gain insight and perspective that help shape interactions and interventions with families and children. The purpose of this article is to expand on the traditional definition of reflective practice and discuss reflective practice from an infant and early childhood mental health model. (Contains 1 table and 1 figure.)