The Web is no longer a novel ingredient in the learning experience, it is intrinsic and constant. In fact, a host of new technologies has sparked an age of inexpensive, effortless, and universal Web access in the classroom, while wireless devices and protocols have steadily moved downstream and down the socioeconomic ladder. With this incredible availability, educators and learners are brought together in common effective, intellectual, and pedagogical planes that have never existed before. Blogging, of course, is one of the Web's more recent developments. Extremely popular with journalists and media watchers, blogging can be thought of as an unfiltered perspective on countless topics. Consisting largely of personal commentary, blogs are available to anyone with Internet access. Once posted online, practically anyone is free to "post" a response to the "blogger." Although blogs are often confused with listservs, threads, and bulletin boards, blogging software offers more control over the path of the Internet dialog, and it is this distinction that has exponentially driven blog popularity. It should come as no surprise that educators have begun to consider blogging for classroom purposes. Some believe that the blogs open an avenue of student self-disclosure that was previously inaccessible, and many argue that self-disclosure is an underutilized tool in the repertoire of most modern educators. This article discusses blogging as an incredible tool to generate self-disclosure between educator and student.