This work examines the process of reflective teaching and learning experienced by the author in her professional life. She focuses on the intersection of teaching and research in order to investigate her own reflective teaching. The work leads the reader through the years of teaching at different levels and in various contexts. The author tries to find the reasons why she became interested in reflective teaching and how learning in SMAT influenced her teaching and helped her develop professionally. She asks what reflective teaching is and finds her answers in the classroom and teaching supported by relevant literature she has studied. She names and explains the procedures she uses with her classes and analyses the outcome they bring in students’ learning. The students go through different reflective procedures depending on their age and level of English. She divides her work into primary school learners, secondary school learners and adult learners respectively. Finally the author draws self-reflection additionally to the reflections she experiences together with her students. In conclusion she summarizes all the aspects that helped her become the reflective teacher.