Among the many challenges that teacher education programs face is fostering reflective practice in the future teachers. The difficulty is increased in distance education programs where face-to-face contact between students and teachers is missing. This paper presents the results of an analysis of the perceptions of reflective teaching, tools for reflection, and self-evaluation of reflective practices from in-service teachers enrolled in the distance BA and MA in English language teaching at the Autonomous University of the State of Mexico. Although subjects were able to describe reflective practice and its importance, they recognized that these practices are usually limited to activities undertaken as students, and once the course requirements have been completed, they were no longer practiced.