Collaborative reflection refers to the process by which members of a community reflect through social interaction, as well as to the outcomes of this process. In this study, we adopted a sociocultural perspective to examine the obstacles a group of Chinese kindergarten teachers faced with collaborative reflection in collectivist cultural contexts. We tried to overcome these constraints by introducing three supportive methods--(a) the Minute Paper Method; (b) the Six Thinking Hats Method; and (c) the 360° Reflection Method. Sixteen teachers working at a kindergarten in Shanghai participated in this 1-year action research study. Research shows that collectivism brings many benefits to collaborative teacher reflection, however, it also leads to some problems, such as: the neglect of individual interests, centralization, undemocratic reflective atmosphere, and inefficiency. The three methods cited above successfully helped teachers overcome these constraints and promoted effective collaborative reflection, especially in terms of broadening perspectives, facilitating critical thinking, and creating a more democratic, equitable reflective atmosphere. The study frames collaborative reflection as both a metacognitive mechanism and a social practice. It suggests more attention needs to be paid to the importance of teacher emotions, human relationships, and culture in understanding and promoting collaborative teacher reflection. It also suggests that more innovative approaches and methods should be implemented to help the teaching community generate the dynamics of change from the inside out.