This research examines the use of technology to create a relationship between student teachers and preservice teachers as they navigate the union of practice and theory within the two contexts of a teacher education course and student teaching practicum. Technology was used to create a safe haven where students could explore their respective experiences through protected conversations. The study focused on the uses of electronic dialogue among students to strengthen the student educators' abilities and awareness to integrate culturally responsive pedagogy, to practice reflective teaching, and to model professionalism through mentoring. Multiple qualitative data sources were analyzed, resulting in three themes: transformation of identity, collegial relationships, and cultural responsiveness. (Contains 1 table, 1 figure and 2 footnotes.)