ABSTRACT: The present case study analyzed the process of two in-service English teachers as they participated in a study group conducted at a private school. As the self-reflection activities were carried out, both teachers reconsidered their values and their true principles as teachers. Moreover, they became more aware of their actions, implemented changes in their classes to effectively include all learners, fostered learning and group work, and aimed to satisfy their particular pupils´ needs. Findings suggest that study groups are ideal scenarios in which teachers could freely interact and introspect about their own assumptions and values while sharing their concerns, worries and ideas, and especially, an effective environment to develop fairness, responsibility and responsiveness. Nonetheless, some other aspects should be taken into account when helping teachers develop such moral dispositions. Finally, diverse conclusions, limitations, and implications are also presented as well as some suggestions for further research.