This paper describes diverse language learners' use of dialogue journaling in an elementary school setting. The author, a teacher researcher, conducted a qualitative research study with eight participants, ranging from fourth to sixth grade; all were learners adding English to their language repertoire. Through an in-depth analysis of student artifacts, surveys, ethnographic field notes, recorded student interviews, her own journal, and the input of a research community, the author unearthed what happened when she implemented the use of dialogue journals with her students. The research findings demonstrate that using dialogue journals with diverse language learners provided opportunities for teacher and student to connect through writing, regardless of student-teacher contact hours. Students valued the written interactions. Some began to see themselves as better writers and, in one case, a better learner of English. The teacher was able to connect with each student with intention, which not only enriched the teacher-student relationships, but provided learning opportunities for both the author and the students. (Contains 2 figures.)