What makes a good teacher? Literature in teacher education attests to the various complexities and difficulties in defining an effective teacher (Darling-Hammond, 2000). A good teacher should have knowledge, skills, and disposition (Glanz, 2009). However, these are not the sole elements for being a good teacher. We believe that going beyond these qualities and descriptions is the term ‘reflective.’ It is never easy to be a reflective practitioner, but it should be an integral part of your system in teaching. This paper examines the significance of Reflective Teaching Diary in improving the teaching and learning process, how it affects student learning, and its implications for teaching practice. As a result of this study, the authors have come up with their recommendations to continuously make reflections on their own teaching, record these experiences, and conduct series of studies on reflective practice. It is recommended that the reflective teaching diary should be tried out and used by EFL teachers as a tool to improve the teaching and learning process in the classroom.