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.