Recent studies suggest that the quality of reflective practice being achieved in educational settings is inadequate. Our study aims to determine the level of reflection present in written student reflections in a nonprofessional undergraduate course. We also seek to explore student and instructor perspectives on the value of reflective practices. A measurement instrument was developed to assess the depth of reflection in student submissions. Questionnaires and focus groups were utilized to further examine the role of reflective practice. Our findings suggest that most students are not aware of the objective of reflection and that only 19% of students actually achieve reflection as described by major theorists. However, 95% of participants believe that the exercise is beneficial to their learning. We conclude that the lack of guidance and unclear objectives may contribute to the students' inability to reflect. Nevertheless, reflections were deemed effective in providing an avenue for self-assessment and learning consolidation.