Teacher reflection is a central component of developing preservice and practicing teachers. This article describes a case study designed to explore reflection through an examination of a metacognitive tool, the Teacher Learning Instrument. The findings provide insight into the dimensions of reflection, specifically the interplay of observation and inference. Through their use of the metacognitive tool, the teachers adopted a metalanguage to discuss their observations of students' learning, to express their thought processes about instruction, and to pinpoint changes to their instruction to enhance student performance. The findings contribute to a deeper understanding of the reflective process and inform the teaching of reflection practice in teacher education programs.