This paper presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. More specifically, this qualitative study sought to contribute to the discussion of the perceived interdependent influences of English Foreign Language (EFL) teachers' thoughts, identities, and behaviours through five stages of self-reflection in Farrell's (2015) framework for reflective practice. The participant engaged in evidence-based reflective practice in order to subject his principles to critical analysis and interpretation expressed through his philosophy, principles, theory, practice, and beyond practice. Overall, the findings suggest that the teacher's stated principles related to his philosophy, beliefs and theory converge with his classroom practices; however, areas of divergence were also observed. Results suggest the need for all EFL teachers to explore their principles in relation to their classroom practice through reflective practice so that they can make informed decisions about their practice.