Cognitive science indicates that the millennial generation's behavior of instant messaging and multitasking may provide inadequate cognitive capabilities for thoughtful processing of experiences that lead to deep learning. This study describes a teaching innovation that explicitly stimulates reflection and critical self-assessment, along with guidelines for deployment in order to address the 'thinking' aspect of experiential learning. Two years of data provided a sample size of 214 traditional undergraduates that assessed the reflection intervention. Path Analysis examined the theoretical relationships between reflection within Kolb's (1984) Experiential Learning Theory and Marton & Saljo's (1976) Student Approaches to Learning Theory. The empirical evidence supports these theories indicating that this reflection intervention fostered deep learning motivation and strategy usage leading to greater perceived learning. A significant relationship between the reflection intervention and exam performance was also produced. This reflection intervention provides an additional tool for educators to help ensure deep meaningful learning. In addition, this study adds empirical support for the learning theories on which most experiential-based pedagogies are based.