Since personal computers and broadband Internet connections have become more and more prevalent, the application of e-Learning using the Internet is regarded as an important issue. In the literature, reflection plays an important role on improving learning performance. Hence, the issue on how to promote learners¡¦ reflection levels in a web-based learning environment becomes an essential research topic. The purposes of this research were to explore whether there are fits between reflection teaching strategies and thinking styles for better promoting learners¡¦ reflection levels. Further, learners¡¦ satisfactions on reflection learning were also discussed. A total of 223 graduate and undergraduate students, voluntarily participated to use the developed reflection learning system in this research. Twenty four learning situations are presented in the experiment according to the differences of reflection teaching strategies (constructive, guiding, and inductive) and thinking styles (legislative, executive, and judicial). And these learning situations are simplistically classified as fit or non-fit group. Learners were randomly assigned to either fit or non-fit group, and their reflection content was evaluated by two experts who have been well-trained. The results showed that there are fits between reflection teaching strategies and thinking styles for better improving learners¡¦ reflection levels. On the other hand, there is no significant difference on learners¡¦ satisfactions of reflection learning, but learners¡¦ average satisfactions on this kind of reflection learning is positive. Furthermore, this research also finds out that learners with at least one thinking style ranking on top of 25% adopting inductive reflection teaching strategy have higher satisfactions on reflection learning than learners adopting guiding reflection teaching strategy.