Learning logs, or reading response logs, have long been established as an effective reading strategy that helps students learn from text (Atwell, 1987; Blough & Berman, 1991; Calkins, 1986; Commander & Smith, 1996; Kuhrt & Farris, 1990; Reed, 1988; Sanders, 1985). In this paper, the author describes her experiences using learning logs as a teaching tool for college students. While 92% of the college students reported that they understood and remembered the text better when reading for interest, and 94% reported that they had gained new perspectives from the discussions, these results did not hold true when learning logs were used in a case study involving middle school and high school classes. While 72% of the middle school and high school students reported that learning logs helped them to better understand and remember text, only 43% felt that talking about the text helped them remember the text better. Possible reasons for these discrepancies are discussed.