This case study used questionnaires and interviews to explore how teachers reflect on their practice. The sample consisted of twenty-five teachers from three schools in Nottinghamshire. The study found that teachers reflect on their practice based on feedback from senior management, discussions with colleagues and personal experiences. The results indicate that teachers do not allow pupils to evaluate their teaching. It was also found that teachers are reluctant to ask colleagues to evaluate their teaching practice due to the fear of being seen as inadequate. Teachers are more likely to reflect on senior management’s feedback. This study recommends that schools should support teachers to engage in reflective discussions with colleagues in order to increase criticality and should create a classroom climate where teachers are encouraged to share and reflect on their practice. It is further recommended that teachers should utilise pupils’ feedback and opinions as part of their reflective practice.