As developmental education practitioners in the midst of North Carolina's Developmental Reading and English Redesign, we are interested in researching best practices for instructional design and application. We discovered that the principles of reflective practice pervade much of the literature on program planning and practice, so we began to question whether those principles were guiding our redesign efforts. We intentionally incorporated reflective practices to discover whether our experience mirrored this contemplative theory. In this article, we present an overview of our experiences incorporating reflective practice into our redesign efforts.