Students in undergraduate social work practice courses come to class with varying levels of educational, life, and practice experience. Students require an introduction to the material through textbook reading before they are able to engage in critical discussions, yet reading adherence varies widely among students. This research explores the use of reflective journals as a flipped classroom technique to promote completion of reading assignments. This study surveys 27 students in 2 practice courses about the use of weekly reflective journaling as a flipped classroom assignment. Findings support that reflective reading journals increase student preparation and engagement but require more work for students and instructors. Implications are discussed.