Determining what, if any, are the impacts from academic reflective journaling on the perceived self-efficacy of reluctant learners is the purpose of this study. An exploration of research by experts such as Albert Bandura, Frank Pajares, Barry J. Zimmerman, Dale H. Schunk, and Mimi Bong provides the framework for this study which utilizes a mixed-methodology quasi-experiment consisting of quantitative data garnered from a pretest and posttest consisting of Part A. Motivation in the Motivated Strategies for Learning Questionnaire (MSLQ) and qualitative data derived from interviews and time-on-task observation charts. Fifty-five participants, ranging from 9^th to 12 ^th grade, from two urban high school credit-recovery programs were included. The test group employed the Academic Reflective Journal for five weeks, while the control group maintained usual program academic practices. The test group did display a greater increase in their self-efficacy scores on the Motivated Strategies for Learning Questionnaire; however, the correlation between Academic Reflective Journal entries and gain scores was very weak. Participants from the test group also displayed greater time spent on-task than did participants from the control group. Seven themes that offer insight on impact emerged through inductive analysis during interviews, and these, in combination with gain scores, correlations, and time on-task observations are utilized to make recommendations for practice and future studies.