Teachers' ways of knowing tend to be understood through academic ways of thinking and writing. This article sets out to take a closer look at the way seven school teachers understand and describe how they know, reflect, and act in the midst of teaching. In particular, through the combined voices of these teachers I aim to take a closer look at the nature of reflection-in-action, what can trigger it, and the ways in which it can influence on-the-spot decision making. I will also consider the way experienced teachers' reflective accounts, such as the ones given in this article, can be used in teacher education. None of the seven teachers in this study teach languages. However, it is my belief that the nature of teacher knowledge and reflection-in-action cut across subject-matter boundaries.