Purpose: The purpose of this paper is to develop a conceptual model that uses dialectical inquiry (DI) to create cognitive conflict in strategic decision-makers for the purpose of improving strategic decisions. Activation of the dialectical learning process using DI requires strategic decision-makers to integrate conflicting information causing cognitive conflict. Cognitive conflict is the catalyst that stimulates the creation of new knowledge in strategic decision-makers resulting in improved organizational performance. Design/methodology/approach: A conceptual model is developed that explicitly links DI to the dialectical learning process of strategic decision-makers. This model extends previous research on DI by identifying cognitive conflict as the critical component that links DI as a learning method to the process of dialectical learning in strategic decision-making. Findings: The major finding of the model of dialectical learning is that the model is an important resource that can be applied to create cognitive conflict in strategic decision-makers for the purpose of expanding the strategic options of organizations. Research limitations/implications: Empirical research on DI that focuses on the role of cognitive conflict in the dialectical learning process is lacking. It is hoped that this conceptual paper will stimulate further interest on the topic and a greater appreciation of this method of learning. Strategic decision-makers must consider alternative ways of generating new knowledge that is crucial for organizational performance. Practical implications: It is important that the benefits of creating cognitive conflict in the dialectical learning process are understood by strategic decision-makers. Training for participants in a DI learning intervention is essential to help minimize any dysfunctional behaviors that could result from affective conflict. Originality/value: This conceptual model identifies the importance of cognitive conflict in the dialectical learning process of strategic decision-makers and the critical role of cognitive conflict rather than affective conflict in the use of this learning method. (Contains 2 figures.)