Adolescent learning is a complex process, distinctive from learning prior to and after this stage because of the connection between learning and the physical, intellectual, emotional, and social development of students in this age group. Indeed, questions about middle school learning examine both "what" and "how" they learn (Gross, 2002). This case study explored eighth-grade students' perceptions of an instructional strategy called Accountable Talk in a social studies classroom. Findings indicated that students reported a better understanding of the content presented, a strong sense of community in the classroom, and an opportunity to develop an appreciation for the diversity of classmates' backgrounds, experiences, knowledge, and beliefs leading to a deeper, broader look at the social studies content presented. (Contains 1 table and 2 notes.)