Promoting the acquisition of reflection skills among students in higher education has long been a goal of educators, yet, it has remained a challenging task with varying results. This article presents a study that rekindled the use of the genre of a friendly letter and implemented it as a reflection tool. Education majors' reflections, following a four-week practicum experience, included a variety of reflection orientations with more meaningful content and higher quality reflections than had been previously demonstrated. This reflection genre has applications for a variety of content areas in teacher preparation programs and other academic areas in higher education.