This article presents an empirical investigation of music education students' journals within a percussion methods course at a Midwestern university in the United States. The findings of this investigation raise issues about music education students' sense of self-awareness, specificity within the journals, and the predominance of discussions about concrete (e.g., technique) over abstract (e.g., musicianship) aspects of the course. The issues are discussed from a variety of perspectives, including a discussion of the potential shortcomings of verbal thinking within a music education course. Implications are offered regarding the design and pedagogy of music education courses.