Forensic chemistry at Griffith is undertaken as part of a 3- or 4-year program and students study both mainstream chemistry courses and specialised forensic science courses. We have introduced reflective learning tasks, using PebblePad, into two first-year courses and again into a final-year capstone course with a view to encouraging students to engage more actively in learning reflection. The ultimate aim is for students to accrue a range of assets/resources that can be used to generate a portfolio to showcase their skills and which could be ultimately used to address job selection criteria. This chapter will discuss the preliminary results of this implementation and will identify where and how reflective learning tasks can be best used in particular courses within the forensic chemistry program to achieve these outcomes.