Reflective practice is taught widely in nurse education programmes and is important in the care of people with learning disabilities. It can offer fresh insights into practice, exploring the way in which narratives inform relevant ways to care. This article offers an overview of the process and purpose of reflective practice. The author suggests that reflective practice should be closely linked to nurses’ professional standards and that reflection might start in practice or strategically from a professional standard or theory-linked enquiry. A case study involving a mother’s evaluation of the learning disability care that her son received from services is used to ground the points shared.