This case study investigates the effectiveness of online peer dialogue journaling. The authors developed this learning strategy for elementary preservice teachers to reflect on their tutoring experiences and to provide support to their journal partners using an Internet discussion forum. The participants were asked to fill in two questionnaires, before and after they participated in writing online peer dialogue journals. The journal entries posted by the participants were also collected. The findings suggest that most participants responded favorably to this strategy. It facilitates technology integration, promotes interactive learning, and supports reflective practices in the dialogic form. The authors also raise several issues that need to be further addressed by teacher educators. (Contains 2 tables.)