The aim of this study was to determine whether significant differences in perceptions of reflective practice were present across two groups of students engaged in standard practice and experimental group conditions. Twenty-seven undergraduate speech-language pathology students participated in the study. A two-condition, non-randomised, pre-test post-test design was employed with two groups (a standard practice condition and an experimental practice condition, utilizing structured activities and prompts). Participants took part in weekly reflective practice groups over a six week period, in which discussion centered on students’ clinical experiences. Pre and post intervention, the students completed a questionnaire designed to examine perceptions of reflective practice in the differing conditions. Overall, students’ perceptions of reflective practice as a learning tool were positive. In contrast to our hypotheses, students’ perceptions of reflective practice did not change significantly over time. Furthermore, there was no differences in perceptions in the experimental practice (i.e., structured activities and prompts) group as compared to the standard practice group. Students perceive verbal reflective practice as a positive learning experience regardless of the discussion format utilized. Implications for clinical teaching are discussed.