This paper presents an international social work education research project that explores therelevance and impact of creative journaling practices as a pedagogical tool for deep and enga-ged learning within our various social work curricula. The research project further aims to un-derstand how reflective journaling can support the intersection of students' personal-professio-nal identities. This presentation comes from a larger mixed-method project that aims to unders-tand how creative journaling may help facilitate transformative learning experiences. The datafor this presentation explicitly interpret conversations from four transnational focus groups com-prised of 15 students from five participating countries in 2020-2021. Five significant themesemerged: Remote Learning during COVID-19, Resilience and self-care, Learning through creati-ve journaling, Understanding self, and Pathways towards Transformative learning. Creative jour-naling practices are essential components of students' professional development processes. Iintend to offer conceptual and practical points of view about the implementation and impact ofcreative journaling practices as a way for other social worker educators to consider how theymight embed such an approach within their own courses to foster students’ transformative awa-reness.