Scholarship on metacognition in the composition classroom shows how asking students to create reflective texts can help cue, analyze, and assess transfer. By following the composition processes of 13 students doing a remixing assignment, this project examines how genre mediates reflection. I use Rhetorical Genre Studies’ conception of uptake—focusing on the selection process of choosing a genre and the eventual genre production—to examine students’ reflective practice within this assignment. Tracing the students’ uptake selection processes and comparing them to what students reflect about in their reflective texts reveals how reflection is mediated through genre. I argue that reflective practice should take place through a variety of genres throughout the composition process, rather than just retrospectively on the finished product. Asking students to do multi-genred reflective writing throughout the composition process could allow students to map their uptake selection processes more effectively when moving across multimodal genres.