This study investigated ways in which regular group discussion might promote reflective teaching. Subjects were three experienced teachers of English as a foreign language (EFL) in Korea who came together in weekly meetings to reflect on their work. Two were college teachers, and one taught in a private company. The study examined what the teachers talked about in the group discussions, whether the discussion was descriptive or critical, and how this reflection developed over time. The interactions were taped and coded for topic, and the topics served as a measure of critical reflectivity. Results indicate that the teachers talked about their personal theories of teaching and the problems they faced. All three teachers were reflective, to some extent, in their orientation to teaching, although they varied in degree of reflectivity in each or all categories. Implications for use of teacher development groups as a means of promoting critical reflection for EFL teachers are discussed. (Contains 17 references.) (MSE)