Effective teacher educators reflect and upon reflection, make important changes to lessons, units, and instructional strategies. But have they ever considered the importance reflection has for students or what bearing "their" reflections have on them as their teachers? During the first six weeks of the (introductory) Child Development and (advanced) Child Care courses the author teaches at South Windsor High School in Connecticut, students learn about child development theories and milestones. In the introductory classes, students learn about terms such as "gross" and "fine motor skills" and "eye-hand coordination," and they learn about developmentally appropriate practice. Advanced students study theorists, including Vygotsky and Dewey. In this article, the author describes how she teaches child development courses in three phases that are circular in nature: (1) teaching; (2) experiencing; and (3) reflecting.