Contemporary critical literacy instruction primarily revolves around group discussion, yet the reflective nature of writing makes it an ideal strategy for supporting student sense-making about the world and how we operate within it. And semi-private reflective writing is especially necessary for instructional models that center text reading that feature characters who are learning to negotiate the power hierarchies that exist in their lives. Through cross-case generalized narratives, the author examines how college students participating in a critical literacy-informed book study relied on reflective journaling as an important tool for their understanding. Findings illustrate the utility of reflective journaling as a powerful tool for thinking about one's privilege, power, and role in maintaining oppression when employed in conjunction with opportunities for collective sense-making and group dialogue.