This paper examines the viability of journal writing as a distance education teaching technique designed to provide deeper understanding and mastery of curriculum content in graduate level education courses. In creating optimal learning experiences, four different types of journal writing can be utilized in various types of distance learning environments; however, the model demonstrated is used in two-way interactive video/audio conferencing. This instructional strategy serves as a basis for class discourse and student engagement in controversial debates and problem-solving activities. Enhancements dealing with content can be performed in both synchronous and asynchronous environments. The major sections of the paper cover the following topics: (1) meeting the challenge of the adult distance leaner; (2) a viable setting for implementing a new teaching technique; (3) a rationale for using journal writing in distance education courses; (4) journal writing as a distance education instructional strategy; (5) categories of journal writing techniques (i.e., student-to-instructor, student-to-student, small group interactive sharing, and student journal logs); and (6) assessment of student learning. (Contains 22 references.) (Author/MES)