In this article, we report on how we used personal construct theory (PCT) methods in reflecting on the second author’s (SA’s) practices in vocational training for at-risk pre-apprenticeship youth in the electrical engineering and supply field. Our main aim is to describe the reflective process, especially how we raised SA’s awareness of his pedagogical constructs and some of the implicative dilemmas in his pedagogical meaning-making. We provide a brief outline of a constructs-based approach, and what we mean by implicative dilemmas. Our method involves a case study to show how we used two PCT methods, constructs elicitation and repertory grids, in SA’s reflective work. We found that SA was able to make explicit both his constructs and the conflicts in his meaning-making. His experiment with small-group learning and role definitions assisted him in resolving these dilemmas and diversifying his constructs. We concluded that PCT methods were useful in providing very specific prompts for reflective practice in this educational context. First author’s (FA’s) broader interest was to develop a constructs-based reflective approach for educators at a tertiary institute of technology.