In this study, we explored cogenerative dialogue (cogen) as a tool for learner-centered teaching in graduate education. Cogen consists of small group dialogues among instructors and students for the purposes of improving course processes. We engaged cogen during a semester-long, graduate-level campus environments course. Using the theoretical framework of cultural-historical activity theory (CHAT) and case study methodology, we explored cogen's use in highlighting ways in which our course processes were enhanced or impeded. Our analysis resulted in the prominent themes of the role of physical space, power dynamics, and internal and external influences on the potential for learning in our classroom. We conclude by offering considerations for educators interested in using cogen in a graduate education course as a result of our study.