Action Design Research (ADR) explicitly promotes reflection and learning as an important stage for supporting other ADR stages (e.g., building, intervention, and evaluation). Yet, very few ADR studies demonstrate a clear trajectory for how to reflect and learn, what varieties of reflection and learning do exist, and if there are any methods for supporting the reflection process. In response to the possibility of further evolving the reflection and learning stage, for this paper, we explore how ADR can be used as a reflective practice for sense-giving and sense-making of meaning. We do so by employing a phenomenological approach that serves an epistemology for a reflective practice together with concepts for conceptualizing variances of meaning, sense-giving, and sense-making. The results of our work propose three phenomenological themes for engaging with ADR as a reflective practice: (1) Anticipatory Reflection and Learning, (2) Retrospective Reflection and Learning, and (3) Contemporaneous Reflection and Learning. Consequently, the themes’ utility is illustrated via two different ADR projects, and the implications of the themes for practice and theory are discussed as fruitful for future ADR, as well as Design Science Research (DSR), in Information Systems (IS).