Reflection is a familiar term in higher education that is often recommended as a means of improving teaching. Employing a qualitative interview approach, the author examines some of the characteristics of the reflective practices of four excellent instructors teaching in a U.S.-modeled university. The instructors' accounts draw on John Dewey's seminal work on reflective practices, especially his fourth reflection criterion. The study's findings suggest how wholeheartedness, directness, open-mindedness, responsibility, and readiness guide the reflective practices of the teachers. The study concludes by suggesting the value of using Dewey's work to guide future work on reflective practices.