The purpose of this case study was to explore the experiences of participants (practicing teachers) involved in an online course entitled: "Reflective Practice for Teachers." Using a provocative pedagogy in the course, the teachers were challenged to confront beliefs and assumptions about teaching and learning and become active participants in the process rather than passive observers. The study aimed to generate a greater understanding of the perceived links between the pedagogy of the class and the learning of the teachers. A questionnaire and an online focus group were used to explore and report on teachers' experience of learning about reflection in an online environment. The results indicated that specific pedagogies and being part of a community of learners were most significant in their understanding of self as a reflective practitioner. Some of the guiding research questions were: What learning and thinking processes were associated or attributed to the learning process? What learning and thinking processes were enabled by these experiences of pedagogies?