This paper describes the use of electronic dialogue journals in a college course designed to teach 14 students a student-centered, whole-language reading methodology for use with children with hearing impairments. Students used electronic mail to discuss issues with the course instructor at the same time they were writing interactive journals with students who were deaf or hard-of-hearing. The journals were used to respond to the children's entries, model correct language that was used incorrectly by the children, generate responses that continued the same theme or topic, and ask enough questions to stimulate a response. Using a simultaneous electronic journal to communicate with their instructor was found to be a convenient and comfortable format for most of the student teachers and provided them with an opportunity to ask questions about the course, their practicum, specific interaction strategies with the children with hearing impairments, and planning their own future as teachers. Ten of the 14 pre-service education students became more comfortable in using an electronic dialog format, which was judged as a successful exposure to a whole-language, student-centered teaching experience. (CR)