This paper presents a structure for the speech communication classroom, based on a philosophically existential approach to education. The following suggestions are offered to those considering such an approach. There should be movable furniture, enabling students to move about and to turn toward one another so that they can be physically in position to interact with one another. It is essential that the students decide whether to group according to intellectual preference. The instructor's concern should be primarily with developing the student as communicator and not merely with memorization of facts. The instructor should get the students to engage in some real life situation by means of a project. Existentialists believe that the book is the best aid to the student; however, the laboratory is a useful teaching device, and field projects are also helpful. The rules and penalties established in a classroom should be a reflection of the norms generated by both students and teacher. Three criteria are suggested for evaluation purposes: students' self-reports, students' evaluations of each other, and the teacher's evaluations of the students' growth in class. (LL)