A teacher's attitude about the knowledge that she transacts with, and her awareness of the same has a huge bearing upon the psychological health of her students. Her personal ways and processes of knowing mediate student learning, as well. That is why the National Curriculum Framework for Teacher Education (2009) puts a major emphasis on self reflective practices to be at the core of teacher education. It urges that teacher-trainees should be provided opportunities for self-learning through reflection and assimilation of new ideas. Learning to engage in a reflective exercise requires non-directive and non-threatening facilitation of the associated process, in a space where people can accept themselves without being judged or evaluated. Drawing from experiences of a teacher-training course this talk would discuss the intrapersonal and interpersonal processes that occur while learning such a reflective practice.