This research aimed to compare the English instructors' perceptions of the effectiveness of clinical supervision and reflective teaching, examine the effectiveness of peer observation, team teaching, and video coaching as three forms of reflective teaching, and provide some suggestions for the improvement of the effectiveness of the existing practice if any exist. In this vein, a case study was carried out at the foreign languages of a foundation university in Turkey. The data were obtained from the survey completed by 89 English instructors, and the interviews conducted with 20 English instructors chosen from those completing the survey, and the interviews carried out with two professional development unit member English instructors. The quantitative data were analyzed on SPSS, whereas the qualitative data were analyzed by making use of content analysis on NVIVO. The quantitative results of the study showed that clinical supervision was perceived as more effective than reflective teaching activities. In addition, regarding the results of the qualitative results as well as the quantitative ones, although clinical supervision was found to be effective, some participants believed that it was stressful and considered it as a burden. Regarding reflective teaching, of three options, video coaching was perceived more effective than team teaching and peer observation. The English instructors' perceptions of reflective teaching as a whole indicated that some English instructors were pretending to conduct it, affecting the effectiveness of reflective teaching negatively. In order to improve the effectiveness of reflective teaching types, the participants indicated that forms used for them needed to be updated. Moreover, according to the results, peer observation could have been removed as it was too superficial, and some English instructors were pretending to conduct it. As a suggestion, the participants thought that there was the necessity of a control mechanism for peer observation. Next, the results indicated that team teaching could also be removed because it was too complicated to conduct, and the English instructors stated that planning it carefully was of utmost importance concerning the effectiveness of team teaching. Pairing the English instructors teaching similar courses was a suggestion made so as to increase the effectiveness of it. Lastly, in line with the results of the study, it was reported that video coaching could have remained the same since it was effective the way it was. Being able to carry it out in a mora natural classroom atmosphere was highlighted in terms of its effectiveness. In order that its effectiveness could be improved, it was noted that the English instructors needed technical equipment from their institution.