This action research study focused on electronic exchanges initiated by students who were asked to reflect and enter narratives that expressed their thoughts, feelings, and questions. The study was conducted through a systematic recursive cycle of identifying the idea or problem area, studying it by gathering data, and reflecting on the data in order to make teaching and learning decisions grounded in the evidence. The purpose of the study was to determine how submissions with feedback in electronic journals kept by students affected the teaching and learning process for six undergraduate students in a teaching methods course. Through the electronic exchanges, ideas were shared, negotiated, and continued beyond the classroom. The exchanges helped the student and the professor to negotiate the curriculum in ways that traditional lecture and college teaching does not. An appendix contains a chart of the professor/student interactions. (Contains 12 references.) (SLD)