As teacher educators have worked to encourage teachers to become more reflective, they have noted the important role school context plays in supporting or constraining reflection in action. This study describes one kindergarten teacher's experiences in two contrasting school contexts. The study documents the characteristics of leadership style and of school organization and resources, and processes of communication between faculty and administrators and of curriculum decision making that promoted or hindered this teacher's ability to reflect. These differences had an impact on the curriclum provided by the teacher, on her ability and willingness to accept responsibility for her professional decisions and on her self-confidence and satisfaction with teaching. The discussion of the contrasting features of the school contexts is divided into four sections: contrasting leadership style, school organization and resources, teacher communication with administration, and curriculum decision making. (JD)