This conceptual article seeks to develop insights for teaching reflexivity in undergraduate management classes through developing processes of critical reflection. Theoretical inferences to support this aim are developed and organized in relation to four principles. They are as follows: first, preparing and making space for reflection in the particular class context; second, stimulating and enabling critical thinking through dialogue, in particular in relation to diversity and power issues; third, unsettling comfortable viewpoints through the critical reappraisal of established concepts and texts; and fourth, supporting the development of different, critical perspectives through ideological explorations and engagement with sociological imagination. The article provides an elaboration of these principles and the issues associated with them as resources for critical management educators seeking to help their students develop their reflexive abilities. In addition, the article develops theoretically informed lines of inquiry for empirical research to investigate the proposed approach, which could help to further develop and refine theory and educational practice.