In recent years, great emphasis has been placed on student success and retention in higher education. To address this issue, many universities' strategic retention programs include first-year seminars. A variety of pedagogical strategies have been employed in these seminars to help students succeed personally, socially and academically. This article reports findings from a qualitative study that explored the teaching/learning outcomes and benefits derived from the experience of reflective journal writing during a first-year seminar from the perspectives of students and the instructor. The findings document how journaling in a first-year seminar can be used to support institutional action to improve the quality of the undergraduate experience and student success.