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For many practitioners, a period of 'learning on-the-job' is a stark necessity, characterised by pressures to take on, and make, new knowledge and skill - just to stay afloat in managing the demands of the work. This pressure to learn on-the-job indicates how essential it is to develop flexible, creative and autonomous workers. Fook considers self-appraisal and reflection an essential aspect of practice. However, the social work practitioners in this study describe their work settings as characterised by contested spaces for reflection. So how can social work educators better prepare practitioners for these challenging aspects of practice? This paper uses the voices of those surveyed as a basis for some suggestions.