In this essay, the author theorizes and illustrates how engaging students in reflective talk can help them change their minds. The essay specifically addresses how patterns for reflective talk can support both the sustained, nonevaluative exploration of difficult material and the self-scrutiny necessary for acknowledging the implication in cultural inequalities. The approach described in this essay engages students in increasingly complex, facilitated experiences through which they engage in patterns of thought different from those in their present stage of development. In the case of college-age thinkers, patterns for sustained, collaborative reflection can constitute a much-needed tool for evaluating conflicting realities. Reflective discourses and the classroom exercises described in this essay provide one approach to supporting students in expanding and transforming the binaries within their representations without requiring that they repudiate or abandon them before they are ready to do so.