In this article, the author shares the strategy she adopted to even out the participation among her multicultural students during their classroom discussions. The author realized that her students had different concepts about the classroom and different philosophies about competition. For the Americans and Indians, the classroom was a site of intellectual competition--like a sports stadium--where they could demonstrate their knowledge and try to crush others with their unassailable arguments. They loved the give and take of learning as a game. The French students, however, refused to play this game. From their perspective, the combatants were too enthusiastic, overconfident, and undignified and so they insisted on being spectators. To rectify the situation in her classroom, the author introduced concepts from Stephen Toulmin's "The Uses of Argument" to her students. Armed with a more complete approach to argumentation, more and more of her French students began to participate in the classroom discussion. Toulmin's concepts helped create a middle ground that has encompassed the educational cultures of the French, the Americans, the Indians, and the others in the author's class.