Purpose: This paper aims to explore the possible relationships between the dominant actor and levels of reflection within learning paths. Learning-network theory, the framework of individual learning paths (Poell and Van der Krogt, 2013), suggests that organizational actors create different learning processes through their interactions. The second theoretical perspective emphasizes the influence of interactions on the depth of the reflective process of an individual (Kemper et al., 2000). Design/methodology/approach This paper examines a thesis that dominant actors within four ideal learning paths may influence one of four anticipated levels of reflection for individuals. Two prior qualitative, interview-based data sets were reanalyzed and coded for pattern matching. Findings: Reflection levels were higher than anticipated for several ideal learning paths and lower in others. Findings indicate that contextual variables impact the level of reflection, importantly the role of coaches, mentors, feedback and reflective learning programs. Research limitations/implications: Data sets were reanalyzed from prior studies with relatively small numbers of participants. Further research is necessary to draw conclusions about the relationships between the two constructs. Practical implications: This research shows the impact of incorporating reflective practices in workplace learning programs to increase levels of reflection. This study did not find fixed relationships, but rather discovered more fluid, dynamic relationships. Those responsible for creating learning programs might consider the potential of including reflective practices even in highly structured learning arrangements. Social implications: In the complex, rapidly changing organizational environment, where employees need to adapt and change, reflective practices seem to influence desired behavioral change and learning. Originality/value: This study sheds new light on the potential impact of reflective practices in workplace learning arrangements.