Reflective teaching is an essential skill for teachers and is a powerful component of successful teaching (Goodell, 2000; Mewborn, 2000). Despite the enormous proliferation of literature on the nature and practice of reflection, still little is agreed about what the nature of reflection looks like and many studies including the work of Donald Schon (1983) leave more questions than answers (Ixer, 1999). In the field of physical education, especially, we need more empirical evidence (Graber, 2001; Macdonald & Tinning, 2003; Tsangaridou, 2005). The purpose of this study was to describe what exceptional physical education teachers reflect on their teaching and how their reflections influence on their teaching practice. This study was grounded in a social constructivist framework and employed the qualitative research method to conduct a multiple case study (Stake, 1995) using in-depth interviews and the non-participant observation method. Participants of this study were three exceptional teachers who got either the National Board certification or the Teacher of the Year in physical education. The interview and observation data were audiotaped and transcribed. The data were analyzed through the constant comparative method (Charmaz, 2000; Glaser & Strauss, 1967) using computer software for qualitative data analysis (i.e., ATLAS.ti.) as an aid. In order to catch the teachers' real-time reflection, a wireless microphone was used during their teaching, and immediately after teaching, the post-lesson conference (Byra, 1996) on the spot was conducted to help the teachers rethink the teaching moments before they forgot them. Trustworthiness of this study was established by using multiple data sources, member check, and peer debriefing (Patton, 2002). Through the data analysis, five themes emerged under the first research question. The major foci of the teachers' reflection were (1) students, (2) instructional strategies, (3) classroom and school context, (4) the self as a teacher, and (5) critical issues including burn-out, marginalization, isolation, and devaluation of physical education. The teachers' reflection played vital roles in (1) making sense of new information, (2) developing instructional skills, (3) making “on the spot” decisions, and (4) reconstructing teachers' beliefs of teaching physical education. Based on the findings, implications for both pre- and in-service teacher education programs to improve teachers' reflective capacity were discussed in terms of (1) contextual influences such as the school and community needs, (2) substantial opportunities for reflection such as assigned time, and (3) useful reflective strategies such as journal writing, seminar dialogue, and action research projects. Keyword(s): research