The pedagogical approach employed in the graphic design program at the University of Wollongong is based primarily on a blend of project-based and studio-based learning. Emerging from experience and observations of teaching in this environment, the researcher has identified potential for enhanced learning through a formalised reflective framework. This may address concerns that current teaching frameworks over emphasise the design project, leaving the student at risk of not learning from the design process itself. This paper will describe the ongoing development and implementation of a formalised reflective framework into the University of Wollongong undergraduate graphic design program. Informed by staff and student feedback, and the researchers observations, this paper will evaluate the outcomes to date and suggest future directions.