The author argues that deliberation is an innovative method for teaching communication skills, particularly group communication, in the undergraduate science, technology, engineering, and math (STEM) curriculum. A case study using a deliberation activity on global climate change in an introductory biology course demonstrates how deliberative discussion may alter student perspectives and opinions on public issues. Using critical-interpretative methods on pre- and post-deliberation surveys, the analysis suggests the potential and relevance of deliberation for communication instruction in STEM courses. Deliberation offers resources for teaching STEM and non-science students the habits and skills of citizenship, the consideration of wicked problems, and complex problem solving.