The influence that self-reflective learning theory has played in the lives of individuals throughout the ages can be seen most powerfully in their own written words. Nineteenth-century British author Emily Bronte received little formal education in her life, but she made the most of self-reflection in order to grow, both as a nineteenth-century woman and as a nineteen-century writer. It is through the words of Emily Bronte that this research study examines self-reflective learning theory in action. This study unveils the portrait of Emily Bronte that she created in her personal writing, poetry, and fiction. This study examines Bronte’s use of self-reflection in her learning process, both formally and informally. Bronte tells her own life story through her own words in letters, journals, and essays, offering a better understanding of her life as a nineteenth-century woman. Bronte shares her life story as a writer and as someone who made the most of self-reflective learning theory in her poetry and her novel, Wuthering Heights. This study is designed as a content analysis of Emily Bronte writings. As such, it examines both personal writings, including diaries written with her younger sister, Anne, as well as more formal pieces of writings. The more formal writings include essays written as academic assignments, poetry written throughout her lifetime, and one novel, Wuthering Heights. Research shows that self-reflection was used as a means for self-analysis and self-improvement by Emily Bronte throughout all of her brief life. Bronte’s self-learning practices offer great value to home schooling families today, who value the importance of self and of being able to direct their own learning processes. Through her writing, Emily Bronte also provides an example that might be followed by current students of all ages, proving that even with limited formal education, learning can take place when a person uses writing as honest self-reflection.