The purpose of this study was to empirically investigate the association between teachers’ self-reported reflective practices and their use of student response systems. Analysis of responses from 214 teacher participants from the southeastern United States (US) to the Teachers’ Technology Use and Belief Survey (TTUBS) revealed the following findings. First, self-reflection scores and reported student response system (SRS) use were low yet significantly correlated. Second, an increase in SRS predicts an increase in self-reflection. This study also shows SRS use the highest in middle school classrooms and, moreover, beginning teachers report using SRS more than experienced teachers. Considerations involving SRS availability, training, and use are discussed relative to the findings. Implications for enhancing professional growth through SRS use and reflective practice also are presented.