Recent educational reforms in New Zealand have resulted in the creation of diverse cultural cohorts and the integration of e-learning applications in course delivery. As a consequence, educators are now engaging with increased numbers of culturally diverse learners in ICT environments they are unfamiliar with. Educators are encouraged to reflect on their prior experiences, acknowledge the influence of learners’ prior experiences on the learning process and engage in the design of e-learning events to meet the needs of this diverse cohort of students. Reflective-frameworks enable individuals to make connections and comparisons between their existing experiences and recognised standards. In essence individuals make meaning from their experiences in relation to accepted practice. Building on an institutional initiative this case study will explore the use of reflective-frameworks. It will illustrate how self-reflective frameworks encourage educators to re-think their conceptions of teaching, learning and the curriculum. It will demonstrate how the use of a competency assessment tool (The CAT) helps individuals generate personal learning plans to suit their time-frames, location, language and culture. The paper concludes by arguing self-reflective frameworks encourage educators to be facilitators of learning rather than transmitters of knowledge.