Homework is considered an important aspect of learning mathematics, but little research has considered how students utilize feedback as part of the homework process. This mixed methods, quasi-experimental study examines how community college students in a developmental intermediate algebra course participated in a feedback reflection activity throughout a semester and compares their outcomes with a class that did not engage in this activity. Although developmental math students are often positioned as deficient in skills and motivation, most students took this activity as an opportunity for self-assessment, documenting resources for success and critiquing their work for improvement. These students did not outperform peers on summative course assessments; however, there were differences in their growth as effective learners.