This quantitative study was conducted to examine if teacher reflective practices had an impact on student engagement, teacher-student relationships, and student engagement. Survey data were collected from 356 middle school teachers and students. Data concluded no significant relationships among the reflective practices of teachers, student motivation, or student engagement. However, a significant relationship was found between the degree to which teachers reflected on their teaching practices and the perception the student had of the relationship with the teacher. Data from this study adds to the literature on the importance of effective reflective practices for teachers as well as the impact those practices can have on student performance in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]