Adopting a qualitative design, the present study aimed to highlight Mikhail Bakhtin's theory of dialogism in relation to the objectives of teacher education in KSA. To bring this theory to teacher education, the study considered the ways in which students, texts and the instructor interact--enter into dialogue--in order to generate meaning and understanding. The aim of the dialogue was to explore new interpretations of the texts. At the end of the experiment, a questionnaire was administered to 20 students--enrolled at the English department, Humanities and Administration College, Qassim Private Colleges, KSA. Students stated that dialogic learning was very problematic at the very beginning; nevertheless, they eventually realized it vital for their professional development as well as their development as learners.