Reflective practice and associated concepts in teacher professional development have been developing in various western cultures. They are used to fit the different agendas of teachers, schools, educators, scholars and policy makers. This paper shares some of the findings from a qualitative interpretive case study that examined how the nascent concept of reflective practice has been implemented in a ‘beta site’ Kazakhstan school. The purpose of the study was to better understand the potential of ‘reflective practice’ in supporting teachers’ professional learning in different stages of their career development. The theoretical framework originates from the work of Dewey (1933), Stenhouse (1975), and Elliott (1991) and this framework is discussed within the historical and institutional context of teacher professional development in Kazakhstan. While the findings indicated that teacher-participants engaged in reflection gained different level of confidence in their ability to promote student-centered learning and dealing with problematic situation in teaching in their own classrooms, they felt both connected and disconnected to reflective practice as a sustainable school-wide activity to promote sharing and collaboration. The paper informs future research aiming to focus on collaborative teacher learning and its transformative potential to contribute to wider school reform in Kazakhstan.