Previous studies of lesson preparation groups (LPG; beikezu) have not dealt with the impact of LPG on teachers’ reflective practice. This qualitative case study was an exploration of LPG group leaders’ (beike zuzhang) facilitation of LPG meetings (beike zuhui) to gain insights on reflective practices in LPG meetings. The study involved 54 participants: 29 participants (LPG group leaders and teachers) were interviewed and observed; 20 participants (teachers) were observed; and 5 participants (school leaders) were interviewed. In addition to in-depth interviews and on-site observations, two questionnaires were used to expose a holistic picture of group learning and reflection in LPG meetings. The results indicate school leaders’ perceptions and values of reflective practices have an influence on the interdependence of LPG group leaders’ preparation and facilitation of meeting content and teachers’ attitudes and engagement toward reflection in LPG meetings. School leaders expected teachers to engage in reflection inside and outside of LPG meetings, but teachers’ practices were not aligned with school leaders’ expectations, given the differing understandings of LPG goals. Schools did not have evaluative plans for reflection in LPG meetings. LPG group leaders prepared teachers to understand the upcoming week teaching content and progress. However, LPG group leaders lacked facilitation skills for encouraging reflective group discussions. They were also reluctant to deal with group dynamics challenges proactively. Teachers’ experiences of reflection depended on the purpose of meetings and meeting agendas. Teachers were more likely to engage in reflective discussions with colleagues when LPG meetings involved clear purposes, guiding questions, constructive feedback, and guided future actions. The creating reflective practice in LPG meetings model was proposed to address the interdependence between stakeholders, with the mindsets and skillsets needed for LPG group leaders and teachers. The research results represent a step toward developing school-based reflective practice professional learning communities (PLCs).