The Edna McConnell Clark Foundation, under the direction of the National Association of Secondary School Principals, agreed to implement a professional development policy tailored to the needs of 19 participating principals their and respective urban schools in Jefferson County, Kentucky. Following an intensive job shadowing program during the 1997-98 school year, each principal was asked to identify one administrative or leadership practice that would serve as a target for reflective thinking and positive change during the 1998-99 academic year. Working closely with a consulting coach assigned to the project, the principals were guided through a multi-step, reflective practice model designed to being about reform at their individual school sites. This article reports on the implementation of the reflective practice program. The study demonstrated the value of shadowing encounters and reflective practice exercises as tools to facilitate technical, interpretive, and critical levels of reflection among the principals. Principals unanimously attested to the benefits of reflective practice. (Contains 25 references.) (Author/SM)