This article discusses two early childhood professors' experience of teaching a week-long collaborative course on Reggio Emilia, the Project Approach, and documentation. Principles of adult learning were used as a foundation to structure and organize the course, in which the early childhood education students applied their knowledge and skills to in-depth investigation of projects and documentation of learning. The article discusses issues of conflict that emerged among group members and reflects upon conditions needed to support intellectual discourse. Final reflections from the students and professors are highlighted. (Contains 18 references.) (Author)