A case study analyzed the dialogue in three student-professor dialogue journals written in conjunction with a content area reading course and its related field-based practicum. The three participating students one in English, one in social studies, and one in biology, were selected from a class of 14 students based on representation of predominant content majors in a teacher education program. A content analysis of the professor's responses to student journal entries was conducted. Results indicated that the professor responded to the students by extending their thoughts, complimenting them, and acknowledging their skills and talents. Findings suggest that the journals consisted of student entries and professor feedback, as opposed to establishing a forum for equal parties to engage in a meaningful and reciprocal dialogue. (One table of data is included.) (RS)