The purpose of this paper is to provide a critical reflection on the use of experiential learning in the form of the reflective journal and its ability to contribute to student learning. Three questionnaires were administered over the semester to track the responses of the students undertaking an undergraduate capstone unit in the Human Resource discipline. The questionnaires were designed to elicit feedback regarding the use of the workshop approach to teaching and to promote the use of reflective practices to enhance the learning process. The findings are that students were unfamiliar with the use of reflective journals and had difficulty adjusting to a learning environment that differed from the traditional structured approach which they had come to accept and expect. The use of the workshop designed to provide a student-centered learning environment was initially resisted by the students and debriefing sessions were required to reinforce the value of the reflective journal as part of the learning process.