<![CDATA[Professional development programs for in-service English teachers often emphasize assessment outcomes while overlooking teachers’ reflective experiences and professional confidence. This study investigates how reflection mediates the relationship between assessment-oriented training and meaningful professional growth in an English for Educational Professionals program. Employing a qualitative case study design, data were collected from 20 in-service teachers through reflective writings, test results, semi-structured interviews, and digital communication artifacts. The data were analyzed using thematic analysis informed by reflective practice, self-efficacy, and sociocultural theories. The findings reveal that reflective engagement enabled participants to reinterpret assessment experiences, leading to increased self-confidence, renewed learner identities, and emotional re-engagement with English learning. Institutional support and collaborative interactions further strengthened these outcomes. The study suggests that professional development should integrate structured reflective practices to move beyond score-oriented evaluation toward sustainable teacher growth and lifelong learning.]]>
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