As teachers are examining methods to improve their practices due to teacher evaluation systems that incorporate student growth, a renewed focus has been placed on teacher effectiveness. Because reflective teachers have been shown to be more effective, this qualitative study examined the understanding of reflection among five secondary school teachers who participated in the study. Findings from interviews and a survey were analyzed using four factors from Rodgers' (2002) definition of reflection. The teachers defined meaning-making and displayed it in their practices but did not display or define the other elements of reflection that are identified in the model. The findings provide an opportunity for secondary teachers to improve by learning the benefits of the full reflective process.