Reflection and reflective practice are much discussed aspects of professional education. This paper conveys our efforts to problematise teaching reflective practice in human resources (HR) education. The research, on which the paper is based, engages with stakeholders involved in the professional learning and education of reflective practice in three UK universities to provide a critical understanding of the complexities involved. Our research surfaces a level of conceptual ambiguity which creates an uneven landscape in terms of the teaching of reflective practice. Workplace cultures which do not support reflective practice, a focus on performance review and disparate stakeholder views, highlight competing discourses of performance-based reflection and critical management reflection and suggest a fundamental dissonance between a perspective that reflection in professional work warrants a critical character, and one which is based on a relatively simple "acquisition of knowledge" model of continuous professional development. The analysis helps assess the teaching challenge within HR professional learning. Similar intricacies may affect teaching in other professions and consequently this article offers a contribution of relevance and interest to others involved in teaching reflective practice.