This paper examines the author's conducting a weekly seminar for eight secondary interns (preservice teachers) from Michigan State University working at three middle and high schools. The leader describes the tension he felt in trying to respond to interns' emerging concerns and needs while at the same time trying to preserve an environment in which the interns could share their concerns freely and engage in educative reflection and conversation about their teaching practice. Three cases are used to trace the leader's own thinking and the strategies used to address this dilemma. A structured case discussion method was ultimately developed, based upon Dewey's (1910) framework of reflective thought. This framework is based on recognition of a difficulty, its location and definition, suggestions of possible solutions, development by reasoning of the bearings of the suggestion, and further observation and experiment leading to the acceptance or rejection of the suggestion. Using this method, one of the interns would present a problem or situation that would be discussed in detail by the group, that would offer suggestions or comments based on the members' own experiences, without making judgments about the exact nature of the problem. (MDM)