This action research study is the culmination of several action cycles investigating cognitive information processing and learning strategies based on students approach to learning theory and assessing students' meta-cognitive learning, motivation, and reflective development suggestive of deep learning. The study introduces a reading assignment as an integrative teaching method with the purpose of challenging students' assumptions and requiring them to think from multiple perspectives thus influencing deep learning. The hypothesis is that students who are required to critically reflect on their own perceptions will develop the deep learning skills needed in the 21st century. Pre and post surveys were used to assess for changes in students' preferred approach to learning and reflective practice styles. Qualitative data was collected in the form of student stories and student literature circle transcripts to further describe student perceptions of the experience. Results indicate stories that include examples of critical reflection may influence students to use more transformational types of reflective learning actions. Approximately fifty percent of the students in the course increased their preference for deep learning by the end of the course. Further research is needed to determine the effect of narratives on student preferences for deep learning.