This paper reports on the use of reflexive practice activities designed to enhance learning for first year law students at James Cook University, Australia. The paper considers various aspects of student learning and explores connections between reflexive practice and concepts such as deep learning, understanding, motivation and engagement, and identifies abilities developed by reflexive practice. The paper explores terms such as reflection, reflexivity and reflexive practice, and provides a context, justification and rationale for incorporation of reflexive practice in university curriculum to enhance learning. A description of reflexive practice, informed by Prpic (2005) and adapted for student learning is offered. Learning activities which incorporate reflexive practice are described and potential problems are highlighted. (Contains 1 table.)