Business communication courses often include a mix of students who are native speakers of the language of instruction and those who are not. When native speakers form a majority, it is hard to meet the special needs of the nonnative speakers. If a course's purpose is to cover strategic aspects of communication, it seems inappropriate to spend class time to cover language issues relevant to relatively few students. Yet many nonnative speakers need extra support to be able to execute communication strategies effectively. In this article, the author describes how she applied the concept of self-directed teams in a graduate management program to address the needs of nonnative speakers. (Contains 1 table.)