Purpose: Students face significant risks of burnout and declining wellness, yet assessment in health professions education remains largely outcome focused. This study describes how weekly reflective writing, paired with instructor feedback, created a longitudinal, strengths-based space for students to build self-awareness and translate wellness content into sustained behavior change. Methods: PharmD students enrolled in a semester-long wellness elective completed weekly reflective writing assignments tied to each of the 8 SAMHSA wellness dimensions covered in the course content. Reflections asked students to identify personal strengths, apply wellness strategies to their own lives, and set goals for continued growth. The course instructor provided individualized written feedback on each submission, creating a recurring feedback loop across the semester intended to reinforce self-awareness, accountability, and behavior change. Results: Students’ overall satisfaction with their wellness increased significantly after the course and at least 50% of the self-reported student scores improved in each of the 8 domains of wellness. Students found the reflections beneficial and the instructor was able to monitor student progress and provide individualized feedback. The majority of students engaged deeply with the course content and were able to track their own wellness related growth over time. Conclusion: Structured, feedback-supported reflective writing offers a practical mechanism for fostering continuous, strengths-based learner development. This approach may serve as a feasible, scalable model for embedding growth-oriented assessment into health professions curricula.