Intergroup dialogue (IGD) is an educational endeavor that brings together students from two or more social identity groups to build relationships across cultural and power differences, to raise consciousness of inequalities, to explore the similarities and differences in experiences across identity groups, and to strengthen individual and collective capacities to promote social justice. IGD primarily addresses three components of a critical-dialogic approach: (1) Critical analysis and understanding of difference and dominance; (2) Discursive engagement across differences; and (3) Sustained and conjoint community building and conflict engagement. In this article, the authors describe and evaluate this approach to engaging students in exploring social identities, understanding inequality, and identifying avenues for individual and collective action for greater social justice. The scholarship of teaching and learning of intergroup dialogues shows that involving students in intellectual and affective interactions with fellow classmates--voicing their convictions and trepidations, listening to each other's desires for connection and fears of betrayal, inquiring into how each of their experiences is influenced by the larger social realities, and knowing deeply that one's own sense of humanity is interconnected to how we are with each other--can contribute to democratic living just not politically but personally as well. (Contains 1 table.)