This master’s thesis examined how analysis of shifting student beliefs and attitudes about mathematics might inform teachers’ reflective practice. Although teachers recognize self-reflection as an important element of effective teaching, teachers often rely on cursory forms of reflection such as how they feel they are reaching their students. Teachers in the study reported that the before-and-after survey of students’ beliefs and attitudes offered reassurance that their innovative practice was having a positive effect. The survey has the potential to enhance teachers’ self-reflection from ‘how things feel to me’ to ‘how do my students feel about what we are doing?’.