This study examines a "small moments" writing strategy to nurture reflection in undergraduate college students participating in a course-based service-learning activity. Using grounded theory methodology to analyze reflection journal entries, the authors identified themes that indicate that, by writing "small moments" reflection journal entries, undergraduate students demonstrate awareness that can build insight, identify discrepancies, increase awareness of community, solve problems, and build confidence. Writing "small moments" reflections allowed the constructivist nature of student learning in a service-learning setting to become visible and evident to both the students and the instructors.