This article describes the implementation of the cogenerative dialogue (cogen) method in a community college chemistry course. Descriptions of the cogen method and the context of the chemistry course are offered. Results from selected cogen sessions and changes made to instruction are summarized, as well as those for students' performances on course examinations and students' perceptions of the course ascertained using a short survey. In addition, my salient reflections about the implementation of the cogen method in my classroom and related challenges are described.