This article seeks to extend the current scholarship related to the juncture of the academic curriculum and experiential learning opportunities in order to better guide and support future student affairs (SA) practitioners in their professional competency development. The authors aimed to support campus partners whose professional training is in an area outside of SA or those less familiar with the "Competency Areas for Student Affairs Educators" (PCASAE). The primary question guiding this study was: How does reflection on competency exposure increase student self-agency and awareness about the PCASAE in their graduate assistantships (GA or) work roles?