Abstract The present study investigated the level of EFL teachers' practice of reflective teaching. It also investigated the differences among EFL teachers in reflective teaching practices regarding: a) gender, b) experience, c) qualifications, d) level of teaching, and e) nationality. The population of the study was all EFL teachers in the Omani public schools. The sample consisted of 420 teachers (181 males and 239 females) from Muscat, Dhakhlya, Al Batinah North, Al Batinah South, Shargya North, Sharqya South, Dhahira North, Dhahira South, and Dhofar. A questionnaire of reflective teaching practices to collect the data was designed. It consisted of four task types of reflective teaching with 51 items: diaries, portfolios, observation, and action research. An open-ended question was included at the end of the questionnaire:" What benefits do you –as an English language teacher- get from reflective teaching practice?" The study findings revealed that reflective teaching is an important feature in the professional development of teachers. Descriptive statistics revealed that EFL teachers practice the four task types above average. They realize that it is a very ve ave effective way for teacher development. From their responses to the open-ended question, teachers seemed to have a clear vision of the benefits, which they might get by practicing reflective teaching. Based on the findings of the study, some recommendations are made at the end of the study.