This study investigates the relationship between reflective practices and teacher professional development among teachers in the Division of Panabo City, Philippines, addressing a significant research gap regarding how reflective practices impact professional growth in this local setting. This study employed a quantitative research approach using a descriptive correlational design to examine the relationship between teacher reflective practices and professional development within the Division of Panabo City. The respondents of this study consisted of 90 teachers from five secondary schools in the Division of Panabo City, with 18 teachers selected from each school. Based on the findings of this study, the following conclusions were offered: The extent of teacher reflective practices is extensive, which implies that it is oftentimes evident. All dimensions of reflective practices which include creating a student-centered environment, creating a reflective classroom environment, appreciating criticism, self-evaluation, decision making, and openness to professional development are at an extensive level, which means it is oftentimes evident.