The purpose of this article is to present the author's anecdotal findings from using a grade defense assignment as a supplemental aspect of an ePortfolio assignment. This is not a full research study, but the author did a few semesters of testing with the assignment before implementing the grade defense in all sections of the University Seminar course. The course has several learning objectives related to student success, but most important are the building of critical and reflective thinking skills. The course has a final ePortfolio assignment, in which students were expected to document their progress in the class. Before the grade defense implementation, the author found that students were not demonstrating the critical and reflective thinking skills faculty were suggesting were the underpinning of the course. By implementing the grade defense, the author saw an improvement in reflection across all sections of the University Seminar course. Students showed a new depth of critical thinking, as they considered how they could carry their work into their future courses.