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Research shows that reflective practice plays an important role in promoting teaching performance and facilitating a positive learning atmosphere. This article provides a case study on a teacher’s reflection in a university course. The author discusses the difficulties she encountered and the strategies she used when teaching a leadership course. Students’ post-lecture qualitative evaluation is used as an illustration to show how these feedbacks guide the teacher when reflecting and evaluating her teaching performance. Implications are discussed to highlight the importance of reflective practice in university contexts.

Reflective teaching in a holistic personal development course for Chinese university students: a case study