This article describes a teacher-as-researcher project conducted by Karen Shelton (second author), a hard-working middle school teacher. This project focused on using written conversation as an instructional strategy to integrate reading, writing, and social studies. The authors begin with a classroom vignette to describe how William Bintz (first author) first became interested in written conversation. Next, he introduces Karen and share how they met and why she, too, became interested in this strategy. Then, they describe how Karen used written conversation with two different language arts classes. Finally, they identify and discuss some lessons learned from analyzing student samples of written conversations. The authors hope that this article will illustrate and start new conversations about the power and potential of written conversation as a tool for learning across the curriculum. (Contains 4 figures.)