This paper explores the role of reflection in the learning process within a framework of the broader literature on theoretical approaches to reflection in learning, particularly on the experiential learning. There are different ways in which reflection is evidenced (e. g. conversation, learning journals) – the focus of this report is on reflective writing. This is followed by the presentation of an undergraduate experiential learning course, in which some elements of reflective writing have been used. The aim of this study was to explore written reflection in the learning process according to the learning objectives of the course. Additionally, we also wanted to examine the students’ perception of some of the elements of this task. The findings indicated that the students’ personal reflection of their own learning in written form is an important part of the learning process, and the students’ views supported the proposed usefulness of reflective writing. Some suggestions to change the future course design in order to enhance the effects of the task of reflective writing in terms of experiential learning are proposed. Furthermore, we address the question whether and/or how student written reflections should be assessed. It is concluded that by encouraging students to write reflectively about their own learning we can enhance the quality of learning.