||This paper will explore the use of Reflective Teaching Portfolios as a final piece of assessment on a Level 9 Training and Education Programme. The aim of the paper is to establish the extent to which the compilation of a Reflective Teaching Portfolio does indeed facilitate reflection. Walker (2006) describes pedagogy as being 'interactional' and discusses how this shapes future judgements and behaviour. Dewey (1933) suggests lecturers can only be truly reflective when they are willing to search in a sustained and protracted state of doubt, which stimulates inquiry into practice. Biggs (2007) develops reflective practice to incorporate transformation from unsatisfactory what-is to the more effective what-might-be. The question the authors would like to answer is 'Do Reflective Teaching Portfolios offer an opportunity for Lecturers to search in a sustained and protracted state of doubt to stimulate transformation in practice?' The research will be conducted using quantitative data collected from a group of thirty eight lecturers participating on a Level 9 Training and Education Programme. The findings will be used to inform future assessment strategies on the programme.