Effective professional development is a key component in improving teachers practices in education. The purposes of the study were to identify and to explore teachers perceptions of reflective practices as forms of professional development in a metropolitan public school and to develop theoretical propositions that may explain teachers perceptions of reflective practices. Data were collected via interviews with 11 teachers and the director of professional development. Open, axial, and selective coding were used to analyze interviews and document data to generate theoretical propositions...