Rich artwork, beautiful classrooms, articulate educators: through conferences, art exhibits, lovely books, and fabulous study tours early childhood programs in Reggio Emilia have captured the attention of the early childhood community all over the world. The study of Reggio Emilia has engaged many educators in a dynamic dialogue about the potential of children and the direction of education, helping educators think of themselves not as child-minders, but as researchers, facilitators, curators, and active co-participants in a dynamic process. In this article, the author outlines three strategies used to give reflection a bigger role in school. They are basic elements, not unusual in any way, except that when used over time they helped to support and strengthen their reflective practices. All of them were geared toward creating contexts within which people became comfortable sharing their unique perspectives, and within which they could return again and again to the difficult task of understanding their selves.