The concept of reflective practice has proliferated over the last decade in many professions such as medicine, law, business, and education. Within the field of education, reflective practice has become a very popular concept within teacher education and development. There have been similar developments in the field of teaching English to speakers of other languages (TESOL), where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. However, we really do not know what research has been conducted on the practices that encourage TESOL teachers to participate in reflective practice. This chapter focuses particularly on research from 2010 to 2020 inclusive and particularly research conducted in the second half of the decade not covered (or covered differently) by recent reviews (see Farrell, 2016a, 2018; Tajeddin et al., 2022 for these reviews) on the practices that encourage TESOL teachers to reflect.