Rocca's (2010) extensive literature review suggests that some students are reticent in voicing their opinions due to the fear of rejection by their peers when using the persuasive approach and for believing that their voice does not matter in public settings. Similarly, Arnot and Reay (2007) often find an imbalance of power, which fosters the unequal sharing of voices in classrooms. Further, one of the biggest challenges for a teacher is to teach students in public speaking courses how to construct an invitational speaking environment by employing the conditions of respect, equality, and value to promote participation from students in a classroom setting (Griffin, 2009). Novak and Bonine (2009) offered an invitational rhetoric activity that focused on these three conditions. This activity extended this idea by allowing students to practice initiating a dialogue with an audience by listening to diverse opinions prior to a major persuasive speech assignment. By having selected students voicing their own opinions with a variety of different audience members' responses, students may experience the realistic challenges necessary to respond by using the invitational rhetorical approach in order to obtain an understanding of audience members' diverse perspectives. The classroom activity described here has been effective in connecting with the three conditions for an invitational speaking environment, including conditions of equality, value, and self-determination. References and suggested readings are included.