This paper focuses on better understanding the student experience of tracking and reflecting on design timelines during team-based engineering design projects. While it is clear that doing design is necessary to learn how to design, evidence has shown that the act of doing alone is not sufficient to promote design learning. Layering reflection on top of doing has shown promising results in learning generally - with a challenge for design learning being how to create authentic opportunities for students to reflect deeply and regularly on their design process. In this paper, we explore how the act of self-tracking activities to create visual representations of one's design process provides such authentic opportunities for students across different class years in group projects of different lengths. In particular, we examine the student experience of self-tracking their design activities by analyzing their responses to a survey completed at the conclusion of their projects. The majority of the data points to promising results, showing self-tracking helped students develop metacognitive awareness without viewing reflection as a detraction from their design work.