Aim/PurposeThe purpose of this study was to explore how the professional development of two Mexican-American women post-secondary educators was impacted by the reflective literacy practices (RLPs) of their students and themselves. RLPs were defined as verbal and written dialogue that fosters reflection of their learning. BackgroundResearch suggests that RLPs can be empowering for students, yet there is minimal research about the impact that RLPs may have on the post-secondary educators (PSEs) who assign or use them.