This paper describes the use of email to extend dialogue in a secondary English methods course. The purpose of this email project was to provide opportunities for students to reflect on and respond individually to issues discussed in the methods classes and their own teaching during the clinical experiences and to provide individual guidance to the pre-service teachers. Although the email messages began as responses to issues the professor framed, as the semester progressed, students' responses became more reflective, and they exhibited growing competence and confidence as they became comfortable teaching and discussing their teaching. The dialogue forced them to think more critically about curriculum and teaching. They understood how to improve without a university supervisor telling them what they did or did not do well. In general, students responded positively to the required dialogue. In addition to outlining the project, this paper presents student responses, discusses using young adult literature in the high school English classroom, and concludes with future plans. (AEF)