There is a longstanding recognition in the field of language education that teachers must continually reshape their knowledge of teaching and learning. This knowledge is developed initially in teacher education programs, then becomes part of teachers' education throughout their careers through reflective practice. Reflective practice occurs when teachers consciously take on the role of reflective practitioner, subject their own beliefs about teaching and learning to critical analysis, take responsibility for their actions in the classroom, and continue to improve their teaching practice. Although it may be unreasonable to expect all teachers to engage in reflection at every moment or stage of their teaching, certain activities can benefit teachers at various stages. This brief describes the theoretical basis for and research on reflective practice and suggests three approaches for teachers of adult English language learners to incorporate reflective practice into their teaching: engaging in action research projects, writing in a teaching journal, and joining a teacher development group. Teachers can engage in these reflective activities at any stage of their careers and at any time of the teaching day to continue constructing their own personal theories of teaching and improve their instructional practice.