The present study aimed to determine the relationship of reflective practice with curricular planning in the teachers of the Educational Institution N ° 14578 -Santa Teresa, Huarmaca. Regarding the theoretical foundations, reflective practice is based on Critical Theory (Freire, 2005), while curricular planning is based on systems theory (Bertalanffy, 1968). The research was quantitative, considering a non-experimental associative correlational design; the population and sample consisted of 24 teachers, to whom the interview technique was applied, through two questionnaires with which the data were collected: one for reflective practice with 40 questions and the reliability with Cronbach's alpha was 0.930 and the other for curricular planning with 30 questions and the reliability with Cronbach's alpha was 0.964. Expert judgment was used for the validity of the instruments. The results showed that the pedagogical action dimension and reflection on action are directly and moderately related to curricular planning, the same not happening with the reflection in action dimension. In conclusion, reflective practice is directly related to curricular planning (rho = 0.523; sig. = 0.009).