Researchers have developed models of learning through experience; however, these models are rarely named as a conceptual frame for educational research in the sciences. This study examined the effect of reflective learning responses on student recall of speech acoustics concepts. Two groups of undergraduate students enrolled in a speech science course completed a course taught using predominately face-to-face lecture with in-class discussion or a course taught using laboratory activities focused on facilitating students' reflective learning responses. A pretest, posttest design was used to determine the amount of student recall for seven sections relating to speech acoustics. Statistical analysis revealed that the reflective learning group recalled more information than the control group for course sections covering Frequency and Intensity, Nasality, and Speech Articulation. Results support the facilitation of students' reflective learning responses to improve recall in these areas. Potential explanations for lack of improvement of recall for other areas are explored. (Contains 2 tables and 1 figure.)