This paper presents the process and the outcomes of an action research project aimed at examining and improving pedagogical practices in a Norwegian in-service English teacher course through the use of the Reflective Teaching Model (Hart, Najee-ullah, & Schultz, 2004). The project was conducted in a constructivist-based classroom and consisted of the following steps: initial reflection, plan for action, action, and repeated reflection (Elliot, 1991). Course activities and student papers were included in the analysis. The improved, post-evaluation teaching approach, while still based in constructivist views of learning (Biggs, 1996; Vygotsky, 1978), utilized various scaffolding techniques (Wood, Bruner, & Ross, 1976) and an experiential pedagogical approach referred to as the Loop Input (Woodward, 1988, 2003). The outcomes suggested that reflective teaching practice in higher education can lead to improved classroom methodologies as well as increased critical thinking and attainment of course objectives among students.