This paper discusses a letter writing approach to teaching in which K-12 teachers in a course on curriculum theory identified and developed their reactions to readings in the field of curriculum theory. Students were asked to use e-mail letters to react and respond to some aspect of the assigned readings for the week. They exchanged their letters among each other and brought copies of their letters to class for small group discussions. At two points during the course, the professor conducted a brief evaluation by asking students to write how the course worked for them and to consider what they had done so far. Several students commented about letter writing. The students reported liking the letter writing activity for a variety of social and intellectual reasons (e.g., getting to know other people and their views, receiving feedback, and reflecting on what they had read). All references to the letter writing activities were positive. In a subsequent curriculum theory class, the professor used letter writing again, but changed how it fit into the course evaluation. Once again, all references to letter writing in the evaluation were positive, and it was mentioned much more frequently. (Contains 13 references.) (SM)