The purpose of this study was to describe the engagement of reflective practice among school leaders utilizing a qualitative case study methodology. While there have been studies conducted about school leaders and reflective practice, there was an unparalleled amount in comparison to the extensive research on teaching and reflective practice. Thus, much was still unknown about how school leaders engaged in reflective practice and implications for teaching and learning. Using purposeful sampling (Patton, 2002), I chose school leaders who were perceived as effective instructional leaders. This domain of leadership was highlighted because it focuses on a leader who promotes conditions for improved teaching and learning. Reflective practice literature in education stems from the domain of teaching and learning. The primary research question is, How do elementary school administrators who are perceived as effective instructional leaders engage in reflective practice to create conditions for improved teaching and learning? In order to inform the research question, multiple sources of data were used. This study employed in-depth interviews, a focus group, an open-ended questionnaire, and written documents. In summary, dominant themes emerged and several sub-themes emerged that depict how school leaders engage in reflective practice.