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Present study intends to explore the effect of reflective practices on quality instruction at higher education level. Major objective of the study was to assess the effect of reflective practices on quality instruction at higher level. The effect of reflective practices was explored on five indicators of quality instructions including professional responsibilities and effective human relations, planning and preparation of curriculum, instructions, assessment practices and classroom environment. Study was descriptive in nature. Population of the study comprised of 5149 teachers teaching in universities of Islamabad. By using stratified random sampling technique 515 (10%) teaching faculty of universities was selected. 515 questionnaires were distributed among teachers and from them 408 teachers returned hence the response rate was 79.22%. Two research questionnaires were used which includes Reflective Practice instrument developed by Linda LawrenceWilkes and Alan Chapman (2015) with Cronbach’s Alpha reliability of .84, and Quality Instruction questionnaire developed by the researcher with Cronbach’s Alpha reliability of .87. Findings revealed that there is significant effect of reflective practice on quality instruction at higher level, Reflective practice has positive effect on maintaining classroom environment, assessment practices and instructional techniques of teachers. It is recommended to conduct trainings and seminars for the awareness of teachers about reflective practices and its importance and role in improving quality of instruction.