We do not learn through experiences alone; we learn by thinking about our experiences. But after disappointing exam results, students can reflect on their performance in unproductive ways, circulating scripted beliefs about why they did poorly: "The professor talks too fast," "The test didn't cover the lectures in class," "I'm not smart enough." At Quinnipiac University, a supplemental instructor used accessible data to guide her first-year Biology students through a process of compelling metacognitive reflection after their tests so that the students could be less reactionary and more proactive in facing subsequent exams. This qualitative case study examines theory and practice regarding this step-by-step method, which can be readily implemented in a variety of college-level programs invested in academic success. [Paper presented at the Northeast Regional Supplemental Instruction (NERSI) Conference (Lowell, MA, Mar 22, 2019).]