A "Model of Authentic Becoming" that conceptualizes learning as a continuous and ongoing embodied and relational process, and uses social constructionism assumptions as well as Kolb's experiential learning model as its point of departure, is presented. Through a focus on the subjective, embodied, and relational nature of organizational life, the assignment presented in this article provides a structure to facilitate students becoming more effective and authentic organizational members and self-authors. Learning outcomes also include the development of self-understanding, empathy, and the ability to engage in practical reflexivity and self-reflection. Students incorporate organizational behavior concepts and theories meaningfully into their writing and lives. Additional learning and the improvement of the classroom learning environment are facilitated through students verbally sharing their assignments in class with one another. (Contains 2 figures.)