The purpose of this qualitative study was to understand the reflective practice as a process of continuing professional Development (CPD) implemented in different parts of the government primary schools of Pakistan recently. Case study design was adopted for a single school as it aims to understand the perceptions of primary school teachers about reflective teaching practice with the help of enriched data using semi structured interview. For data analysis content analysis method was applied and analysis was presented thematically for clarity and vividness. It was revealed that most teachers perceived reflective teaching as a helpful tool in improving professional capacity, valuable to share reflective practice with colleagues, constructive in receiving guidance in professional development and useful for assessing self-skills and considered its role in identifying developmental needs of their skills and prospective training. It is suggested that primary school teachers should engage in reflective practice on regular basis and should be provide internet facilities at school to strengthen their knowledge of using creative applications of reflective practice.