Reflection has been a common professional learning practice for teachers within the history of education and learning. The purpose of this study was to understand how high-performing experienced teachers engage in reflection. The study utilized a qualitative phenomenological approach from a general phenomenological perspective. Seven high-preforming experienced teachers were independently interviewed three times. The interviews were designed to explore the teachers' life and education experiences, one recent lived reflection experience, and their reflection on the meaning of reflection. The interviews were first analyzed using a prioricoding approach for the temporal dimensions and levels of reflection. Interviews were analyzed a second time utilizing an open coding approach where emerging themes were identified. The study found that the teachers engaged in and described lower levels of refection during reflection-in-action and reflection-on-action experiences. Two teachers described reflection at the highest levels of reflection, critical reflection. Eight major themes emerged from the data: (1) reflection is essential for professional learning, (2) reflection for growth, (3) unplanned experiences initiated reflection, (4) reflection stimulates emotions, (5) focusing on student outcomes, (6) support from peers and mentors, (7) professional learning as self-development, and (8) exposure to diverse perspectives for critical reflection. Implications of this study suggest that educators can support teachers in engaging in higher levels of reflection through clarity around what reflection is and incorporating structures that facilitate higher levels of reflection. Further, coaches utilizing transformative coaching processes and critically reflective educational leaders can help engage teachers in higher levels of reflection. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]