The purpose of this study was to examine how middle school teachers in the Alabama Black Belt perceived their use of reflective practice and how they perceived their school's effectiveness. This study used descriptive statistics and Pearson's correlation to answer the three research questions. The independent variable was reflective practice, and the dependent variable was school effectiveness. Grades six and seven middle school teachers were asked to respond to items on the Effective School Questionnaire and Reflective, Ethical and Moral Assessment Survey. A total of 221 middle grade teachers responded from schools throughout the Black Belt Region of Alabama. The three research questions answered in the study are as follows: 1. How do teachers in the Alabama Black Belt perceive their school's effectiveness? 2. How do teachers in the Alabama Black Belt perceive their use of reflective practice? and 3. How are teachers' perceptions of school effectiveness and their use of reflective practices related? The researcher learned that Black Belt Region middle school teachers' perceived usage of reflective practice was related to their perception of school effectiveness although the relationships were not very strong. In addition, teachers in the Black Belt were found to use reflective practice at various levels across different dimensions. Teachers believed that their school's alignment to standards and shared vision were highly effective. They perceived their leaders as caring individuals who supported instruction time. However, these teachers also surmised that their schools were less highly effective as related to the feedback in which they received from their administrator, as well as, the feedback that was provided to students.