Reflection covers both the cognitive process and the broad range of activities that enhance learning resulting from experience. While much of what we know about reflection is rooted in experiential learning, leadership education programs which frame leadership as an experience could benefit from a richer understanding of the role of reflection in students' learning. The purpose of this study was to discover how students perceived the role of reflection. This study explored the function of reflection in the formal classroom setting and co-curricular experiences. Findings reveal students make a deep connection between leadership learning and reflection, prefer contemplation to written reflection, and struggle with forced reflections. (Contains 1 figure.)