For those working in adult English-as-a-Second-Language (ESL) settings, finding practical options for professional development is a concern. The field has a range of program types, a largely part-time workforce, limited financial resources for training, and varied policies and requirements for professional credentialing or certification. Implementing approaches to professional development that accommodate these factors while providing opportunities for staff to expand their knowledge is a challenge. One practice that has gained popularity in recent years is reflective teaching. This digest discusses the reflective practice process and its implications for adult ESL teachers. Reflective practice is an evolving concept influenced by various philosophical and pedagogical theories--such as constructivism, critical pedagogy, American pragmatism, and the self-help movement. In reflective practice, practitioners engage in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners. The goal is not necessarily to address a specific problem or question defined at the outset, as in practitioner research, but to observe and refine practice in general on an ongoing basis. The following steps are integral to the reflective process: 1) collect descriptive data; 2) analyze data; 3) consider how the situation or activity could have been different; and 4) create a plan that incorporates new insights. The benefits of reflective practice include the following: flexibility, practicality, professionalism, and sustainability. In short, is a practical option for ESL teachers with limited time and resources available for other professional development opportunities. (KFT)