As many educators show us, classroom situation is complex, uncertain, and unpredictable dynamics. Therefore the appropriate educational practice cannot be realized simply through implementing standardized teaching strategies and learning principles. It requires teacher\'s own thoughtful decisions resulting from considerate and critical reflections. But, teachers have been staying as consumers rather than producers of educational knowledges which were presented by other specialists. Recently teacher\'s autonomy is regarded as a central factor for the accomplishment of educational reform. This view seems to be closely related to the issues of teacher\'s ability and attitude of reflective thinking This research was aimed to explore the way of developing teacher\'s reflective thinking within the above framework. As a prior discussion, the meaning and the perspectives of reflective thinking was characterized and the previous researches of developing teacher\'s reflective thinking were roughly reviewed. Various methods such as journal writing, group conference, action research, cognitive coaching, structured interviewing, and cooperative communication were found out. Within this research the case method which utilizes educational cases to think and reflect about education and teaching in the university classroom was presented as a possible and significant method of guiding teachers to develop reflective thinking. The prospect of this method does not seem so negative, but the task to concretize this method within each actual situation still remains.