Background: Formal reflection assignments help students process and learn from engagement experiences more fully. Guided reflection can help students engage more deeply with out-of-the-classroom learning experiences and record personal learning. However, it is unknown if students perceive such assignments as valuable. Purpose: This study examined undergraduate students' attitudes toward journaling assignments during a one-week study-away experience within an academic course. Methodology/Approach: The engagement experience comprised firsthand learning about sustainability and energy practices and related policies in Colorado. Qualitative data were collected from nine participants via pre- and post-travel surveys. Thematic analysis was used. Findings/Conclusions: Four themes emerged--prompts helped to elicit quality reflections; journaling enabled integration of learning, emotions, and plans; journaling served as a retrospective resource and reinforces learning; and students felt constrained by the time commitment and public nature of journaling assignments. Implications: Findings suggest that journaling can help reinforce learning and help students monitor their learning, feelings, and plans.