Science journals are wonderful tools. They offer a glimpse into children’s science understandings, and they are both diagnostic and pedagogically informative to teachers. Examining and reflecting on children’s journal work lets teachers embed assessment in curriculum and instruction; however, effectively analyzing children’s journal writing and drawing takes practice. In this article, the authors describe ways to look at children’s journal work as intellectual and reflective practice and list questions to keep in mind when planning and assessing students’ journal entries.