Dialogue journals, which involve teachers and students writing and exchanging their writing in mutual response, are often cited as a powerful tool for promoting reflection in teacher education. According to Bean and Zulich (1989), dialogue journal writing is a good way to model the process of reflective practice for preservice teachers. However, it seems that this tool is not fully utilized in second language teacher education. In this article, the author evaluates the effectiveness of using dialogue journals as a multi-purpose tool for preservice teacher preparation. Results of the study provide insights as to how dialogue journals can be successfully implemented in teacher preparation programs.