As instructors of content classes, we often lack real-time data on how our students are progressing in class. The objective is to present a teaching technique, Reflective Academic Journal, which provides for a 2-way conversation between student and instructor. The student uses the journal to summarize their learning in class; to ask questions they might not in the classroom. The instructor benefits because he/she receives real-time feedback on the content being presented. Learning involves 3 components: (1) the actual knowledge–what it is you know; (2) your skills or ability to apply the knowledge in a particular context; and (3) your feelings–what you think about (1) and (2). Students in junior/senior classes in animal physiology and reproduction are required to write weekly reflective journals beginning after the third week of the semester. A journal can include a description of what happened in class; a constructive criticism of the learning media; a summary of what the student learned that week; a personal response to a class discussion; a reflection on what the student enjoyed about the class and even an expression of fear about an upcoming exam. In practice, the students benefit because they can open up a conversation with the instructor in a non-threatening manner, ask questions, and clear up misconceptions. The instructor benefits because they can obtain real time data on the student learning in that particular week. Questions raised in the journal can be addressed in the next class period. If general misconceptions exist among students, the instructor can trace back and repeat critical information. Student feedback from final journals and end-of-semester course evaluations indicate that writing journals help student learning. Reflective academic journals are an effective tool to improve student learning.