English is one of the most popular foreign languages taught in post-Soviet Armenia. This cannot but pose a challenge for English language specialists who have to work with various learner communities. To provide quality instruction, they need to acquire content knowledge and develop an ability to reflect on what they do in their classrooms. This book investigates how teacher education programs operating in Armenia train teacher learners to reflect on classroom teaching and seek for better methods and techniques. The data obtained should shed light on different models of reflective practice integration employed in the local educational context.