This study explores how a structured approach to reflective practice can guide graphic design students to connect their learning from the project with thinking about approaches to design practice. The research employed a case-study approach with a mixed-method research strategy, framed by theories of reflective practice and cognitive psychology. The results indicate that when guided to reflect in a structured and critical manner, students can identify and analyse learning from their project and connect this learning with thinking about approaches to practice. This occurred in a manner that has parallels with the concept of high-and low-road transfer. However, not all participants achieved this, and nor did participants achieve this all the time. This evidence-based study contributes to the limited empirical research in graphic design education, and to the role reflection can play to enhance learning opportunities from the design project.