Guided reflection offers practitioners the confidence to analyse and confront their practice with a critical companion in a safe environment. It is well documented that this process has the potential to liberate practitioners from oppressive constraints of practice. When guided reflection works well the consequences are manifold; however, in the author's experience the practice has raised some critical questions for novice guides willing to supervise students' clinically based reflections. Questions from guides have emerged, such as: Where do we start? How do reflectors choose their guide? What happens if things go wrong? In this article, four practical steps for guides beginning guided reflection are suggested.