This study investigated whether foreign language lessons coupled with engaging learners in reflective practice facilitates a deeper understanding of second language acquisition (SLA) course content. During this semester-­long SLA course, 14 graduate students were taught eight Turkish lessons for 25 minutes at the beginning of each class. As a weekly homework assignment, the students wrote reflective journals about their understanding of the SLA concepts presented in class, synthesizing their thoughts with past and current foreign language learning experiences. An analysis of the reflective journals indicated that the students internalized the SLA concepts presented in class as a result of the reflection about the Turkish lessons and were cognizant of the benefits of the assignment. Thus, by the end of the semester, the students possessed a deeper understanding of the course content and their own teaching beliefs.