The problem of the study was to determine if the use of a reflective writing assessment at the beginning, middle, and end of a college semester indicated an industrial technology student's knowledge and skills related to technological and engineering literacy. Experiences gained during project-based learning activities were used as the basis for this study. This descriptive study examined the reflective writing abilities of junior and senior year college students enrolled in a university's industrial technology program of study by administering a reflective writing assignment three times over a semester of science, technology, engineering, and math (STEM) course, STEM 320, Manufacturing and Construction Technology. Participants included industrial technology student participants from this course and an instructor interviewed during the fall 2022 semester. Students enrolled in an industrial design class, STEM 382, during the spring 2023 semester were interviewed to provide support for the written reflection portion of the study. Results indicate that using reflective writing assessments during project-based learning assignments throughout the semester with students who are experienced in performing projects demonstrates students' abilities to articulate the foundational core of what it means to be technologically and engineering literate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]