Ample evidence supports the notion that keeping a course-related diary improves students' writing, knowledge of material, and awareness of psychological processes. Scant evidence supports the authenticity and completeness of diary entries. A questionnaire was developed to assess students' perceptions of self-censorship and pedagogical value of diary keeping in three psychology and three nonpsychology courses. Significant differences in self-censorship and in pedagogical value were obtained across courses. Students attest to the positive pedagogical value of diary keeping, but they censored diary material in all courses. Psychologists interested in diary keeping need to address honesty and censorship issues.