A reflection in teaching requires practical assessment as well as diagnostic and critical assessment [Komorowska (Reforma w nauce języka obcego. Nowe programy i podręczniki. IBN, 2003:15–27)]. The idea is to explore student-teachers' reflections on their initial practice including actions, thoughts and emotions associated with teaching English to young learners. Student-teachers are introduced to ways of reflecting upon their experience involving self-observation and self-evaluation [Richards and Lockhart (Reflective Teaching in Second Language Classrooms. CUP, 1996:3–4)]. The paper aims to answer the following questions: What are the positive aspects observed by female teachers? What are the positive aspects observed by male teachers? What are the negative aspects observed by female teachers? What are the negative aspects observed by male teachers? The project involves two stages. The first stage is based on the SWOT evaluation model where respondents are asked to comment on their strengths, weaknesses, opportunities and threats in teaching. The second stage is more detailed and divided into three levels including recalling and reflecting on their lessons as well as drawing conclusions for future teaching career. The results will be discussed in the context of female and male perspective on the matter.