This article articulates the experience of three professors from different disciplines, teaching at three levels of University Studies, Portland State University's general education program, for whom the toggling between personal/professional critical practices and use of reflective practices in the classroom has led to transformative learning experiences for them and their students. It describes the specific reflective tools and methods they used for teaching and professional development, and considers the challenges to sustaining critical reflection and how those challenges might be addressed. The authors argue that critical reflection (CR) is an important practice for teachers and students of general education. In particular, CR engages the habits of mind and capacities, such as critical thinking, central to the goals of general education, as well as engaging the practical skills needed to procure jobs and succeed as professionals. As a professional practice for teachers, it contributes to improved and purposeful teaching methods and rationales, and can build rapport, trust, and credibility with students. Because CR takes time and practice, it is important for students to be exposed to many different methods and have opportunities to practice CR methods from a variety of disciplines/backgrounds throughout their general education.