In this essay, the author asserts that the dialogic pedagogy of Paulo Freire provides a good description of the dynamic of authentic learning. The author narrates one short example and one long example of Freirian dialogues occurring in a public high school, giving details that describe moments of transformation. The short narrative sketches elements of a dialogic class assignment, and the relationship between the students, the assignment, and the teacher. The longer narrative explores the complexity of the relationship and the dialogue required for finding the right words in a writing conference. The author affirms the pedagogic power of truthful human relationships to transform student and teacher experiences in school, making school a place of genuine learning.