This study is concerned with the reflective practices of middle school teachers. Based on Dewey's theory of reflective practice and Schon's types of reflection, this experience is one of student learning, relationships, curriculum planning, and lesson delivery. This is a qualitative study using the research method of phenomenology through voluntary teacher reflective journaling. This research method was used due to the lack of research available on teacher reflection for the purpose of a better understanding of the experiences and impacts of reflection in teaching. Twelve middle school teachers participated in this phenomenological study. The study found four themes that emerged from reflective journaling: student learning, relationships, curriculum planning, and lesson delivery. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]