The goal of our study is to take what previous research has reported as the benefit of pairing mathematics courses with writing across the curriculum initiatives and the inclusion of writing to learn activities, specifically journaling in calculus courses, and expand upon notions of student perceptions of the benefits of writing in math. Thus, the students in one of our Calculus 1 courses completed ten reflective journal entries, specifically summarizing topics learned and asking questions. Based on feedback in the last journal entry, we present results showing that student response to the journaling project was quite positive, with most the students indicating it helped them to learn calculus better, and about half indicating it made them enjoy the class more and/or have less anxiety. Last, journaling greatly increased communication between students and the professor, improving instruction and learning.