A history teacher in a girls independent high school set out to examine her own teaching process in order to revitalize her work and to understand more about how her students learn. She began to keep a journal of her observations of classroom work and, with the help of a colleague, to analyze the observations. In addition, she set aside class time for students to keep journals that reflected both historical topics and classroom understanding. Through reflecting on her own experiences and those of the students, the teacher sought better to understand how her values affected her teaching, the work environment that fostered or impeded growth, the ways that students constructed knowledge, and the methods that best enabled students to build meaning. The results of the experience of teacher reflection invigorated her teaching, motivated her to develop innovative lessons to reach students, made her more aware of how feelings affect intellectual growth, increased her respect for her students, helped her recognize her own limitations with regard to involvement in time-consuming extra-curricular activities, and gave her a technique for future inquiry into questions relating to improvement of her own teaching. (IAH)