The aims of this study were to explore the mechanics of reflective conversations and promote the practice of reflective teaching among pre-school teachers. To examine the concept of reflective conversations, we conducted a literature review to develop the theoretical framework and observed reflective conversation practices on-site to obtain practical insights. Over a period of one year, we collected data from on-site observations, in-depth interviews, reflective journals kept by the researchers and participants, teaching-related conversations, and documents of pre-school teachers. The collected data subsequently underwent thematic analysis to determine strategies of reflective conversation practices and to provide suggestions for promoting pre-school teachers’ professional development. The methods of reflective conversations determined in this study are outlined as follows: developing reflective conversations through a trust-based relationship; initiating conversations with topics that a participant is familiar with; encouraging pre-school teachers to understand the meaning and mechanics of reflective conversations, to use professional texts for the reflection and conversation processes, and to pay attention to their streams of consciousness; emphasizing the mechanics of conversations developed between the teaching process and the reinterpretation of the reflections on their teaching; and developing reflections and conversations through the interaction between speaking, writing, self, communities, and professional (theoretical) texts. By observing the reflective teaching practices of the teacher participants, we obtained the following findings: initially, the teachers found reflections to be a time-consuming and demanding process and did not develop an awareness of their reflections; however, the teachers developed an awareness of and became accustomed to their reflections gradually. Moreover, increasing teacher awareness of courses and their reflective teaching practices might stimulate their enthusiasm toward teaching.