In this article it is argued that in order to be an effective artist teacher it is helpful to be a reflective practitioner. Initially a working definition of the artist teacher is formulated and the artist teacher scheme that has developed in England over recent years is discussed regarding its importance in offering both accredited and non-accredited personal and professional development for artist teachers. Potential problems with adopting this dual practice or identity are then highlighted and reflective practice is evoked as a means by which such problems can be tackled, with particular reference to the theories of Schon.