This paper draws on an action research inquiry into my teaching practice featuring careful analysis of the experiences of some of the students in my college-level introductory college physics course. Specifically, the research describes and interprets the role of Writing-to-Learn pedagogies in a physics classroom with a view to exploring how such pedagogies can support meta-cognitive learning behaviours. The research concludes that while Writing-to-Learn tasks in physics classrooms can support the development of a conceptual understanding of physics, teachers should be mindful of the fact that students' prior experiences in tertiary education play a significant factor in their ability to engage in meta-cognitive writing tasks.