The question of how educators can focus on the learner in order to better contribute to their learning has been widely debated in the education field. Reflective teaching aims at exploring to what extent learner beliefs and goals match with those of the teacher. As a mirror of teaching, reflective teaching helps teachers make effective decisions about their course design and implement better teaching practices to achieve meaningful learning. The possibility of finding better ways to deliver our curriculum brought attention to the relationship between teachers’ beliefs (pre-set goals, attitudes, decisions) and learners’ beliefs (motivation, expectations, perceptions about learning). However, these perspectives have not adequately addressed the issue of taking what learners really need into account by finding out about their views to implement more effective and meaningful tasks. This paper addresses the impact of reflective teaching on the second language classroom with special attention to English language education. The research question I will be discussing and elaborating on will be: How can we make use of learners’ abilities, cognitive styles and learning strategies in order to design better courses to help our students make the most of their learning practices and how can we raise awareness of their own learning? Specifically, in this project, I will be looking at Donald Schön’s notions of “reflection in action” and “reflection on action”. I will discuss John Dewey’s