In October 1981, an article appeared in "The American Biology Teacher" with the catchy title, "Bio-Bull." In it, author, Dale Carlson, described a powerful form of communication that he employed successfully in his community college classes. Each week students received what he called a "Bio-Bull" that included current biological topics, assignments, and behavioral objectives for lectures and labs. According to Carlson, students welcomed Bio-Bulls because they reduced the amount of the guesswork that often accompanies teacher/student interactions. Although offering only anecdotal evidence, Carlson sensed that implementing the bulletins had caused student interest and achievement to rise. This article discusses how the author utilized Carlson's concept for "Bio-Bulls" and integrated them into his own teaching. He found that these publications significantly impacted learning by enhancing student-teacher interactions and building a sense of classroom community. (Contains 1 table and 1 figure.)