In the context of rapidly changing classroom environments, it is crucial that teachers be able to make appropriate decisions. Those teachers who reflect on their practice, particularly while they are teaching (what Schon terms reflection-in-action), are best able to do so. It is the intent of this article to investigate the role of teacher reflection in professional practice. A number of activities commonly found in teacher education programs facilitate the development of reflective behavior and include composing journal entries, audio- or videotaping lessons for the purpose of analysis, and interacting with supervisors and mentor teachers. There are, however, certain barriers to reflection related to the personal characteristics of the teacher and to faults in the structure of school systems. Of greatest concern is whether reflective practices result in better teaching and improved educational outcomes. This issue has not yet been resolved and further research is necessary.