The purpose of this research study was to investigate the influence of critical reflection on student learning and development in a nuclear medicine technology program. A grounded theory methodology was employed to retrospectively explore the written narratives of students in their senior year of an undergraduate program in nuclear medicine technology. The instrument used to capture and collect data was based on a student assignment meant to promote critical reflection. A total of 252 written narratives were analyzed and coded (open, axial, and selective). A conceptual framework emerged from the research participants' narratives. Through qualitative analysis six themes emerged from the data. The themes were building confidence, integration of knowledge, patient care, plans for the future, professionalism and safe practices. The theme for building confidence focused on the student's effort to build confidence while training to become a competent and qualified nuclear medicine technologist. The theme for integration of knowledge focused on the student's effort to integrate knowledge while in the nuclear medicine technology program. The theme for patient care focused on patient interactions experienced by the students as they perform in the clinical setting. The theme for plans for the future focused on a student's plans as they prepared for their future after completion of the program. The theme for professionalism focused on student interaction with nuclear medicine technologists and professional development. The theme for safe practices focused on ensuring safe practices in the clinical setting. A nuclear medicine technology student who employs critical reflection can use it as a tool to become more confident, integrate knowledge more effectively, create and develop plans for their future, improve patient care and satisfaction, understand the expectations and demands of the profession, and ensure overall safety in the nuclear medicine department. One goal of the profession is to educate and train nuclear medicine student to become reflective practitioners to meet our patients' needs in a safe and effective environment. This study supports the use of critical reflection to develop critically reflective practitioners to meet this goal.