This paper describes research into the efficacy of the Reflective Practice (RP) training for teachers in Sulawesi, Indonesia by the Decentralized Basic Education Project of the Organization for Economic Co-operation and Development (OECD) and United State Aid for International Development (USAID) through teacher professional development training called Better teaching and Learning Training (BTL). Reflective Practice (RP) is a discursive mode of teacher professional development which aims to encourage teachers, both as practitioners and educators, to commit to their own professional development through inquiry into different practices and ways of thinking. To sustain RP, teachers need to demonstrate autonomy and develop critical thinking skills. However I argue that RP as a discourse contains certain imposed ideological assumptions that may be inapplicable in a different socio-cultural context, such as that of the Bugis people of Sulawesi. The conception of RP within BTL, how teachers learn and apply RP and also the problems that they have during the training are presented and elaborated in this paper, and result from my own reflection as part of BTL team training. I conclude that it is necessary to contextualize this practice to a more local based approach.