Self-reflection should play a pivotal role in the professional development of all teaching professionals as it helps to enhance their effectiveness, personal and professional growth, and the quality of their student outcomes. However, the results of our qualitative research of five experienced English language teachers reveal that regular and formative teacher self-reflection is not quite frequently, if at all, used at selected primary or secondary schools in Slovakia. This paper uncovers the current status quo of the problem as well as the reasons causing the participating teachers not to self-reflect. It also provides an overview of some of their opinions on the researcher-led self-reflection they have recently experienced.