This research study investigates the influence of independent variables on students' critical reflection scores in a library instruction program. A student sample (n = 321), enrolled in English Composition 11 courses, participated in a four-session library instruction curriculum. Brookfield's Critical Incident Questionnaire was used as the main instrument to collect critical reflection data, and the Sparks-Langer et al. Framework for Reflective Thinking was used as a scoring instrument. Multiple regression analysis was conducted on 4 major theoretical constructs (academic achievement, semester, gender, age) and 6 theoretical assumptions (year in school, previous library instruction, transfer student, librarian, day of week, and time of day). Significance was found for academic achievement (p<0.01), gender (p<0.001), semester (p<0.001), and year in school (p<0.05) as predictors of critical reflection.