This article explores the process and outcomes of teaching critical reflection to social work students in an Australian university, based on our experience with teaching critical reflection. The application by students of a particular model of critical reflection to their learning experiences during field education placements is described and analyzed. Examples of student reflections are provided and discussed to illustrate how they have used the model of critical reflection and incorporated its critical dimension. The student reflections demonstrate that the model of critical reflection adopted assisted students to become more critical in their understandings and to some extent in their actions.