Reflection promotes critical thinking and application of learning across various contexts. However, reflection assignments may be perceived as burdensome, limiting their use in classrooms. Additionally, teachers' chosen reflection mode may not align with students' preferences. Understanding students’ reflection preferences may result in more effective reflection activities. Therefore, we explored students' perceptions of reflection activities in an undergraduate agricultural leadership course. Students in two sections of [Course] at [University] completed structured reflections following experiential lessons. Students were required to complete four of five activities. Each section completed two reflections in one modality (written or audio/visual), followed by two reflections in the other modality. The optional fifth reflection was the modality students missed. A pre-post survey was distributed to 72 students, asking them to: 1) identify their preferred reflection modality, 2) indicate their level of satisfaction with the reflection activities, and 3) indicate the effectiveness of the reflection activities in helping them transfer learning to real life. Satisfaction and effectiveness were measured on a five-point scale. Thirty-seven complete responses were collected. Pre-survey results indicated a majority of students preferred written reflection (n = 28) over audio/visual reflection. Post-survey results indicated a majority of students preferred written reflection (n = 22) over audio/visual reflection. Students reported high levels of satisfaction (M = 4.2) and effectiveness (M = 4.1). In our study, 16% of students reported a change in their preferred reflection method. This may indicate students were less familiar with one mode, however additional research should explore this result. Moreover, students’ reported satisfaction and perceived effectiveness align with previous research regarding benefits of reflection. We encourage instructors to consider students' preferences and allow them to choose their reflection method when possible and appropriate.