The focus of this study was to investigate elementary educators' reflection on the usage of their social media personal learning networks (PLN). The problem to be addressed in this study is that it is unclear how, if at all, elementary educators utilizing social media platforms for their personal learning networks (PLN) reflect on whether their engagement in their social media-based PLN is making a positive impact on their professional growth. The purpose of this qualitative case study is to understand if and how elementary educators utilizing social media platforms for their PLN use reflection to ensure their engagement in their social media-based PLN has a positive impact on their professional growth. The theoretical framework for this study will be based on social constructivism and connectivism. This study utilized a case study of 18 survey participants and 11 one-to-one interviews, all from Illinois in the elementary education setting. All interviews were transcribed through Zoom, and NVivo software was used for data coding. Key findings revealed that educators need to formally reflect on how their PLN engagement positively impacts their growth but that they do reflect if it has helped them on an informal level. These findings support that more education is needed on the benefits of engaging in PLNs to grow professionally. [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.]