This research aimed to investigate the views on reflection (one aspect of PCK) of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. In order to understand the characteristics of the participant teachers’ views on reflection so as to make suggestions for in-service College English teacher education and development in mainland China, three rounds of data collection (pre-, in-, and post-class teaching observation) were conducted and the College English classroom teaching content analysis approach was applied in the data analysis across the cases. The data revealed that the participant teachers generally had a high level of skill in technical reflection but at times were unskilled at reflection-in-action. This case study offers an exemplar for teachers to reflect on their own teaching. It also can guide teacher educators, educational administrators, and policy makers to support teachers’ self-reflection and thus improve student learning.