The purpose of this study was to investigate the usefulness and the satisfaction of learning journal writing from the learner's perspective. This study collected data from 196 undergraduate students who took a course offered for 2008 Spring Semester for pre-service teachers. Frequency analysis, independent two samples t-tests, and one-way ANOVA were used to analyze the data. This study has two significant conclusions: First, learners participated in the study appreciated learning journal writing as a pedagogical tool. They recognized that learning journal writing has several usefulness in terms of the educational aspect as follows: (1) forming their own perspectives on education, (2) inducing interest in education-related issues, and (3) enhancing their socal adaptation. In addition, they were satisfied with their activity of learning journal writing. Second, if learning journal writing is used in higher education settings as an useful educational strategy, it is important that instructors consider the background of learners.