Reflection has been identified as a key component of service-learning. To add to the body of knowledge on pedagogical reflective practices, this paper examines how reflection was incorporated in an international service-learning project with Global Brigades in rural Honduras through the lens of three students from Atlantic Canada, one of whom engaged in the project through an optional course and two of whom had a co-curricular experience. The reflections incorporated throughout the project differed by group size, organization, structure, timing, setting, and tone. At a high level, combining different methods of reflection and understanding of gray areas in morality and engineering were explored. Recommendations for reflection in service-learning education are offered in preparing for the experience, during the international project, and after the experience to integrate learning with course content. This article utilizes a retrospective lens to examine the ways in which reflection was incorporated in a curricular and co-curricular international service-learning experience and offers insights from three students who participated in the project.
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