Reflective dialogue is still very much an unexplored area in teacher education in Pakistan. This article presents findings of a study that engaged four teachers in the process of reflective dialogue in a school in Karachi, Pakistan. It explores the teachers' response to the process and possible reasons. It also examines the role played by those who help teachers to become reflective (reflective coaches). Findings indicate that reflective dialogue is an alternative teacher professional development strategy, and that a teacher's level of reflection is dependent on the teacher's commitment to teaching, personal reasons and responsibilities. Teaching experience also influences one's approach to reflective dialogue. It is also suggested that if successful, reflective dialogue empowers teachers by enabling them to take control of teaching and learning in their classrooms. The implications of reflective dialogue for teacher education in Pakistan and similar contexts are also shared. (Contains 1 table.)