This paper reports on a study which investigated a pre-service English teacher and her own perceptions about her classroom. The research design aimed at fostering the informant's critical reflection about her classroom performance in order to promote her professional development. An interpretivist and emic vision was adopted, during both the data collection phase and the data analysis phase. The results showed evidence of change in the participant's performance, suggesting that the data collection methodology favored the informant's critical reflection, fostering her professional development. Based on the research findings, Wallace's (1991) model for FL teacher education was modified. The results of this study bring implications to the field of FL teacher education and to the relationship between the researcher and the participant-teacher.