Business educators continually strive for richer classroom learning experiences that center on building the collaboration and coordination skills necessary for success in dynamic environments. Students can be better prepared to contribute to these learning organizations through the practice of dialogue. We contrast the practice of dialogue to traditional achievement-oriented skills and contend that through dialogue and reflective journaling, students can build the collaboration and reflection skills required in a learning organization. We provide background literature on dialogue and journaling and offer teaching notes for using this pedagogy in the management classroom. Quantitative and qualitative evidence of student learning is presented.[PUBLICATION ABSTRACT]