The ELF-awareness framework for ELT pedagogy and teacher education has been put forward as a comprehensive plan for incorporating ELF-related concerns within different teaching and learning contexts. The framework’s orientation is context-dependent and prioritises a critical reflective approach to the use, teaching and learning of English. This paper aims to elucidate the critical reflective component of the ELF awareness framework. We begin by situating the notion of reflection along the four distinct levels of reflection proposed by adult education theorist Jack Mezirow. These levels extend from non-reflective mechanical thinking to thoughtful action on what is experienced by individuals, to a more analytical assessment of experience (what Mezirow calls content and process reflection), and finally to critical reflection of underlying assumptions and convictions (or premise reflection, according to Mezirow). We argue that ELF aware reflection is identified as premise reflection and go on to discuss examples of teachers’ reflective perspectives, as submitted in an online ELF awareness teacher education programme, with reference to the above levels of reflection. Finally, we argue that understanding the different forms and levels of reflection is particularly useful not only for raising teachers’ (and other stakeholders’) ELF awareness, but also for prompting them to develop autonomy and agency in their teaching practice.