This article describes a possible praxis for an undergraduate learning theories course. The philosophies of "a language-based theory of learning" (Wells, 1999), writing across the curriculum (Young, 1994), learner-centered education (Lambert & McCombs, 1998), and critical-thinking (Paul, 1995) are interwoven with the rationale and practice of this course. The paper is structured with descriptions of the institutional context, the theoretical frame, the course organization, the writing assignments and criteria used in this course. In addition, samples of student writing are reviewed to demonstrate students' developing sense-making of the content studied. Possible cross-disciplinary applications and the author's self-reflections about the course viewed through "constructivist dilemmas" (Windschitl, 2002) are addressed in the conclusion. (Contains 1 table.) [Note: The publication year (2009) shown on the PDF is incorrect. The correct publication year is 2008.]