There is a longstanding recognition in the field of language education that teachers must continually shape and reshape their knowledge of teaching and learning throughout their careers (Farrell, 2015). Much of a teacher's early knowledge is developed initially in teacher education programs, and then through teaching experiences and reflections throughout their careers. Nonetheless, teaching experiences are not enough to foster development unless they are consciously reflected on, and teachers are encouraged throughout their careers to take on the role of reflective practitioners where they consciously subject their beliefs and classroom practices about teaching and learning to critical analysis (Farrell, 2007, 2015). As Richards and Farrell (2005) suggest, reflection can thus be understood as "the process of critical examination of experiences, a process that can lead to a better understanding of one's practices and routines" (p. 7). In this article the author would like to focus on a neglected yet necessary aspect of implementing the process of reflective practice in language education. What is missing in many of the discussions on reflective practice in many fields of study is the need to develop a reflective disposition. Farrell points out in this article his belief that in order for teachers to be reflective, they must return to John Dewey's work on reflective thinking and realize that there can be no true reflection without a teacher developing a set of attitudes that are at the heart of the reflective process. Therefore, Farrell maintains that when teachers engage in reflective practice they should not only develop knowledge of reflective methods and strategies to achieve an end product of reflection, but also develop the necessary three main character attitudes to accompany the reflective process--open-mindedness, responsibility, and whole-heartedness. In this article, Farrell discusses these three attitudes as they apply to TESOL and to his own teaching.