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The reflective approach coupled with experiential learning is a practice that is increasingly recommended to support the development of students' competencies. At the stage of exploratory research, the objective of this study is to present the implementation of a learning scenario using “reflective breaks” at three different moments of the training: at the beginning, the middle and the end of the training. A qualitative approach supported by Descending Hierarchical Classification (DHC) provided by IRAMUTEQ was adopted to study the collected data. This study shows that the reflective method, in the context of competency-based learning, yields conclusive results regarding students' awareness of disciplinary and transversal competencies.