Teaching is so multifaceted that learning to teach requires several years of experience after a person begins to practice. To maintain professional growth, teachers must develop an orientation to their work that includes reflection and renewal. In the absence of these factors, teaching can become too automatic, which can undermine its effectiveness. Schon (1983) described a "knowing-in-practice" (practical knowledge) that may become so tacit, spontaneous, and automatic (overlearned) that teachers develop a narrowness and rigidity that affects their understandings of situations. To correct this situation (overlearning), Schon (1983, 61) recommended reflection--when a teacher "can surface and criticize the tacit understandings that have grown up around the repetitive experiences of a specialized practice." This article examines the importance of building a practical knowledge base, developing an inquiry orientation, being learner-centered, and experiencing social support, all critical components of reflective practice. It offers tips on how preservice teachers can break the habits that keep them from becoming effective and reflective educators.