This paper discusses possible uses for student communication journals in the interpersonal communication classroom. Appropriate interpretation of student journal entries can clarify the effectiveness of instructional games and simulations, stimulate integration of experience-based affective learning systems within a sound theoretical framework, and promote changes within the teacher/student interpersonal relationship. A typical journal entry is outlined and analyzed with regard to how it meets the above conditions. In addition, an actual entry from a student journal is discussed. (Author/KS)