Recent research (Biggs, 1999; Bowden, Marton, 1998; Dart, 1998; Knight, 2002; Kreber, 2000; Ramsden, 2000; Stephenson 2001; Trigwell, 2001; etc.) pays a considerable attention to the quality of teaching and learning in higher education, to the requirements of teacher competence and his lifelong learning. These issues are being analyzed in the context of learning paradigm that emphasizes the shift from teacher-focused to student-focused categories. Teacher in higher education should not only ensure effective student learning, but he should improve his academic activities by reflecting on his working practices, educational beliefs, values as well as daily experience in different learning environments. The research studies (De Corte, 1990, 2003; Entwistle, McCune, Hounsell, 2003; Jonassen, Land, 2000; Lipinskiene, 2001; Vermunt, 2003) usually consider the development and improvement of student learning environment that is being organized, managed and/or supported by teacher. However, the scientific debate lacks attention to teacher learning environment that could be both intentionally organized and naturally emergent. These learning environments are personally perceived, recognized and effectively used by means of reflection. Refection, according to the research literature (Boud, Keogh, Walker, 1999; Brookfield, 1987; Daudelin, 1996; Habermas, 1971; Hatton, Smith, 1995; Kitchener, King, 1990; Mason, 2002; Mezirow, 1998; Roberts, 1997) may be defined by different qualitative characteristics. So, in this way, different levels of teacher reflection are defined according to the following criteria: reflection object, reflective inquiry process, the change in activity situation or the result of reflection and the character of learning. By means of research literature analysis four main levels of teacher reflection are defined: technical reflection, dialogue reflection, critical reflection and reflection-in-action. Each of the following level of reflection embraces the qualities of the preceding level, so it means that reflection-in action is the highest level of reflection. The higher level of reflection is applied, the more effective recognition and employment of learning environment should be ensured. Therefore, the aim of this paper is to consider the question: what differences of higher education teacher perception and acting in their learning environments are being observed in case of different reflection level they apply? Moreover, such additional factors as teacher's personal traits, educational beliefs, his previous learning experience, his knowledge of contemporary learning methods were taken into consideration. The questionnaire survey was carried in 11 Lithuanian higher schools (universities and colleges): 319 teachers were surveyed. The factorial, correlation analysis as well as descriptive statistics methods were employed to reveal the differences (and similarities) in teachers' perceptions and acting in their learning environments according to the reflection level they use. The survey results suggest that different reflection type may indicate the different quality of teacher's perception, exploring and learning in their learning environment.