Description: This paper explores the perceptions of supervisors and students of developing reflection on research practices. The context is one Doctorate in Education programme in the UK. In this programme, students are expected to choose a topic linked to a workplace setting. Such research can greatly enhance the knowledge of a practitioner and provide a means for improving practice. One of the principal aims of a professional doctorate is the development of the reflective practitioner (Scott et al, 2004). Such reflection is not necessarily about improving practice, particularly when many doctoral students are at a stage in their careers where they are already highly experienced practitioners, but rather it is about gaining a deeper and more profound understanding of the practice setting.Reflection allows students to develop procedural and technical knowledge. Procedural knowledge is described by Wenger (1998) as the characteristics of a community of practice (Lave and Wenger, 1991). Dependency relationships established within a community result in developing shared practice that has specific forms of communication that may not be evident to an outsider. Learning processes in an educational setting may well have such 'shared practices' embedded within their design and structure. Technical knowledge is described by Shulman (1987) as those areas of knowledge that practitioners need to be acquainted with to carry out their job effectively. These areas span content knowledge, pedagogical knowledge, principles and strategies of management and organization, curriculum knowledge, knowledge of learners, knowledge of educational contexts and knowledge of educational purposes and values. The development of such practical professional knowledge through reflection on educational practice can lead to new areas of research study Methodology: The methodological approach adopted in this paper is ethnographic. The research explores the experiences of student and supervisor as they share in a search for knowledge and consider ways of reflecting upon this learning process. Much of the research is conducted in the context of the programme on occasions when students and supervisors meet, at a residential, a supervision session, a seminar and social meetings. Other research material is collected through one-to-one telephone interviews and focus group interviews. Observational material taken from programme events supports the interview data. Conclusions: The growth of professional knowledge through reflection on practice is a central part of developing an EdD thesis. That reflection is linked to both the work place setting and the student's developing academic knowledge. While it is widely recognised that the processes of doing research enable reflection, very little research has attempted to document this reflective process among doctoral level students (Burgess et al, 2006) . This research:· Explores the processes of developing reflective practice at doctoral level· Identifies practices that support supervisors in their teaching· Identifies strategies utilised by students that have been beneficial· Makes recommendations for developing reflective practice among doctoral studentsThere are many changes that can flow from undertaking a piece of doctoral research whether it is an understanding of work place roles, or dealing with management and innovation and all involve a process of reflection. Understanding those processes of reflection has relevance for all doctoral students in a global context.