Teaching is both a fulfilling and a demanding profession. Teachers are a key stakeholder within socio-educational spaces and their wellbeing has implications for schools, students and society at large. Currently, there are growing concerns regarding teachers' wellbeing and their retention in the profession. Reflective teaching can serve as a powerful tool for enhancing teacher wellbeing by encouraging them to critically analyze their teaching practices and classroom interactions. Thus, besides enhancing teaching effectiveness, reflective teaching can be viewed as a pathway to foster relational well-being in the classroom as it helps build healthier relationships between teachers and students. Through a narrative review approach, the present chapter synthesizes existing conceptualizations of reflection and models of reflection, and offers actionable insights on reflective teaching practices, that are grounded in empirical literature. Finally, the chapter highlights common barriers to reflective practice and presents strategies for addressing them.