The purpose of this study is to highlight the importance of reflection by a higher education institution on its engagement with the community. In this article the authors demonstrate how the Faculty of Education at the University of the Free State engaged with school educators in a module concerning teaching and learning styles. A quantitative research approach was employed to ascertain the extent to which school educators enrolled for a post graduate course (Learning styles and self-concept development) reflect on the implementation of Outcomes-based teaching styles in their schools. Findings revealed that the majority of these school educators are not engaging learners via the OBE teaching styles; and that they are still advocating "traditional/rote learning" teaching styles. The study, therefore, recommends that in order for school educators to think creatively and critically, the institutions of higher learning must intervene by providing opportunities for them to reflect on their practice and for the lecturing staff at Higher Education Institutions to also reflect on their scholarship of teaching. (Contains 2 tables.)