This study examined the relationship between professional standards and reflective teaching practices among 144 senior high school teachers in the Division of Davao de Oro. The quantitative descriptive-correlational research design was utilized in the study. Weighted mean, Pearson Product-Moment Correlation, and Multiple Regression Analysis were used in interpreting the data gathered. Findings revealed that both professional standards and reflective teaching practices were rated at an extensive level, indicating that these practices are oftentimes evident among teachers. Results further showed that there was a significant and strong positive relationship between professional standards and reflective teaching practices. Moreover, regression analysis revealed that professional standards significantly predict reflective teaching practices. Among the domains, student evaluations of teaching and instructional methods emerged as the strongest predictors, while training did not significantly predict reflective teaching practices when other variables were controlled. The findings emphasize the importance of professional standards in cultivating reflective, adaptive, and student-centered educators. The study recommends sustained institutional support for reflective mechanisms, instructional innovation, and feedback-driven teaching improvement.