The imposition of one set of cultural values on students from another culture is an ethical and practical concern for nurse educators. Theories of developmental psychology have been worked out mainly in the Western culture. Other cultures are studied, but measured against the Western framework, which is often uncritically accepted as ‘usual’. This paper explores the ways in which the use of reflective practice allowed a group of nurse educators to perceive a cultural bias to their evaluation and to develop a strategy which they believe is more just and culturally fair for the student. Their experience is presented as a paradigm case to illustrate both reflection-in-action and the reframing of a cultural perspective which had limited educational development for both the student and the teachers.