Writing in "Primary Science" 114, this author suggested that there was a perennial issue with initial teacher education (ITE) students and newly qualified teachers (NQTs) not engaging with the theory that underpins their practice. Having worked recently with primary and secondary NQTs in England, this concern proved true and raised another significant problem: the ability of the teacher to reflect in a meaningful way. What was most interesting from the evaluations of this work was the value the teachers placed upon being reintroduced to educational theory: they were keen to explore more than just the tips for teaching that were being shared. As discussion progressed, it became clear that their ITE years encouraged reflection, evaluation, and critical thought. The author suggests that teachers "should" reflect upon their lessons and she realizes that they are usually encouraged to do so as soon as possible after they have completed a lesson. The author, however argues that this is "not" the time to reflect. If these reflections are to be valuable and meaningful, this process should be left until the student is able to move beyond the emotional reaction to the situation; it will then result in a learning experience that will support their professional development. (Contains 5 figures and 1 online resource.)