College students who enroll in a public speaking course are able to define speech making concepts in formal assessments, but become challenged to effectively transition speech making conceptual learning into practice. Research has shown that creating a professional vision affords a practical guideline, a refinement of practice, and allows for self-constructed growth. It is hypothesized that a public speaking vision is needed to effectively transition conceptual learning into speech making performance. This exploratory case study makes an attempt to redesign a learning environment bridging conceptual learning to practice for seven college students enrolled in a public speaking course. Data were collected from three sources--documented video notes, survey responses, and interviews in efforts to understand the relationship between creating a speech making vision and implementing concepts in practice. Participants valued authentic video and being able to notice concepts in action; thus, creating a vision while collaboration provided participants with different perspectives and the opportunity to see what was missed. It is recommended that learning environments of performance based courses, such as public speaking, include learning opportunities for students to create a vision. Outcomes will inform learning and present new thoughts and ideas on transitioning conceptual learning into practice in performance based courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]