With the growing complexity of social problems, there is a shift of emphasis from competence-based approaches to a reflective practice paradigm in social work education. Reflexivity is the foundation of reflective practice of professional social workers. This article examines the development of a course to promote reflexivity among first-year social work students in Hong Kong. This included structured experiential learning in the classroom and at a campsite, and student-directed social problem analyses and presentations. Small-group teaching was used to increase student-teacher interaction. Thirty-four students participated in a three-time point study with measurements taken at pre-course, post-course and nine-month follow up. There were statistically significant increases in mean total scores on a standardised scale measuring 'engagement in reflection', 'need for reflection', 'insights', and a decrease in 'personal distress'. The results are in line with course objectives. Future directions in strengthening the course design and evaluation are proposed. [Copyright of Social Work Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02615479.2011.540377]
