Reflection is a high-impact practice in education. This paper explores the premise, approach, and outcomes of a learning community centered on scholarly engagement with the literature of reflection. Using the reflection model operationalized by a national consortium, we developed, implemented, and assessed reflection activities designed to create opportunities for transfer of skills and conceptual change. Two case studies reveal commonalities in using reflection in a college setting. We explore the questions that emerged as a result of our experiences, and connect this work to the importance of engaging with colleagues in a community of learners.