This study examined whether expert-novice differences exist in the ability to engage in self-analysis, a form of reflection about one's own teaching performance. Expert (N=6) and novice (N=5) sixth-grade teachers were videotaped while teaching and were interviewed after viewing their own lessons. Expert teachers, in comparison to novices, commented more about the underlying characteristics of the lesson rather than just its surface features, and they mentioned principles of instruction more frequently. Experts appeared to have more and richer schemata to call upon when engaging in reflection about their own teaching. Reflective, critical, self-analyatic thought may be difficult for those without much experience. (Author/IAH)