This longitudinal study investigated the ways in which participants reflected about their practice as they progressed through a three year programme as students in adult nurSing and in the first years following graduation. The method was qualitative, with data gained from written critical incidents based on practice experiences, classroom discussions and interviews. A mixed methodology was used, combining the constant comparative method outlined in Grounded Theory and Narrative Analysis. The aim was to unravel the complexities of reflection; what participants reflected about, how and why, as they progressed through important stages of professional development. Analysis of content data revealed the range of issues perceived as most important for practice and the multifaceted skills, knowledge and attitudes required to deal with them. Strong themes emerging from the data related to the complexity of learning what it means to be a professional and, in consequence, what they learn about themselves. Categories exemplifying the use of forms of knowledge and influencing processes such as cognition, memory and language were also uncovered. These categories showed the diversity and complexity of reflecti ve skills ... (continues)