Reflective writing is recognized as a valuable tool in work-integrated learning (WIL) programs, yet there is limited research on students' voices. This study explores what reflective writing means to WIL students and why it is important to them. Using categorical narrative analysis, this research examined 200 reflective essays from international students in their final semester of an interdisciplinary project-based WIL program, focusing on 20 essays rich in descriptions. Composite narratives were constructed to synthesize shared experiences. Findings reveal that students perceive reflective writing as a safe, imaginative process that enables them to develop their voice and self-authorship. Two main themes emerged: taking a bird's eye perspective and writing about myself: dialogic voice is confidence. The open-ended nature of the reflective writing allowed them to explore past experiences, distill non-technical skills, and improve self-awareness.