This study critically examined reflective thinking as a multifaceted process. By virtue of its complexity, the task of teaching requires constant and continual classroom observation, evaluation, and subsequent action. It is an analysis of classroom events and circumstances. This study also looked at reflection as a process of rethinking and analyzing certain actions in class that students and teachers reach their teaching and learning objectives. This study utilized the traditional methods of enquiry: namely the speculative; analytic; and prescriptive methods. Findings among others revealed that reflective thinking skills makes it possible for students to achieve “deep learning”; beginning with the experience as opposed to the current trend of beginning with the instilling of information. It is against this backdrop that following recommendations were made, that teachers should be periodically sensitized on the utility and application of reflective thinking. Game of Chess, Scrabble, Monopoly, Lego blocks can be encouraged at all level of learning. For the purpose of developing reflecting thinking, examination/test questions in schools should be tailored in such a way to make the students “Problem-Solve”.