This study was an examination of a flipped classroom to develop reflective practice. It explores how a process of reflection helped ten pre-service teachers develop their thinking skills. This was a case study at the English Education Department, Ibn Khaldun University in which the data were collected through classroom observations and questionnaires. The data analysis was based on the theory of Bergmann and Sams (2012), Lane et al.(2014), and Van Manen’s (1977). Findings revealed that online reflection occurred when the students upload some questions, comments and responses toward the materials given in Google Classroom, while the offline reflection took place in journal writing session. Meanwhile, all the participants reflected at a technical level, nobody showed at practical and only three participants performed critical reflection. This study contributes to the design of teaching instruction and the development of professional knowledge.