This qualitative research reports findings on whether students' reflective writings during the course of one semester produced qualitative differences in several courses offered online and on-ground at two different universities. Eighty-six students from two universities responded to Brookfield's (1995, 1998) critical incident questionnaire. Because of the descriptive nature of our research design, our study utilized a qualitative descriptive methodology for the purpose of data analysis. The basic findings of our research indicate that reflective practice enables students to think reflectively upon course expectations. Engaging students in reflective practices during the course of a semester helps faculty gauge students' engagement or disengagement with course materials.