The purpose of this article is to extend the literature around reflective practices in PDS. In this article, the authors discuss their experiences, as novice Professors in Residence (PIRs) engaging in Professional Development School (PDS) work, using dialogic e-journaling as a collaborative space to process and reflect on professional practice experiences in their separate PDS sites. The authors lay out a blueprint for other PIRs and PDS partners for how to establish their own dialogic e-journaling relationship.