A growing body of research suggests that effective professional development (PD) can help teachers increase their knowledge, skills and understanding about teaching. This qualitative case study examined the practices of reflective practice as continuing professional development activity among in-service EFL teachers. Four active English teachers were purposively selected as the respondents of the study. Data were acquired through questionnaire, interview, observation, and document analysis. In analyzing the data,  Interactive  Model  by  Miles,  Huberman,  and  Saldana  (2014)  was  applied.  It involved data collection, data condensation, data display, and drawing conclusion. Since interviews were conducted in Indonesian, the researcher transcribed the recording of the interview into English. He also coded the data to make it easier in identifying the themes appeared.  Meanwhile,  the  results  of  questionnaire  was  tabulated  and  transformed  into percentage. The results of data analysis were interpreted and described by using narration. Several points emerged as the research findings. The first, in implementing reflective practice participating teachers utilized several tools; teaching journal, peer observation, students’ feedback, video/audio recording, and action research. Moreover, they also engaged in the three types of reflection, namely reflection-in-action, reflection-on-action, and reflection-for-action. The second, there were several aspects  included as points of their reflection, such as students’ difficulties, teaching strategy, teaching and learning materials, and classroom management. The third, in conducting reflective practice, there were some obstacles faced by English teachers. Those obstacles were lack of motivation, lack of time, lack of institutional support, and lack of knowledge. The last, the participating teachers in this study argued that they gained some benefits of doing reflection over their teaching. The first benefit, reflective practice helped them improve their teaching, and the second, it increased their awareness of the demands of their profession.