This paper aims to demonstrate that Soft Systems Methodology (SSM), a soft systems approach developed in management studies (see Checkland, 1981), can be usefully linked with Exploratory Practice (EP), a form of practitioner research for language classrooms. Some compatible SSM and EP characteristics, in tandem, could enhance continual efforts to develop better understandings among teachers and learners of what they are doing together. An application of SSM communication-facilitating systems to EP is discussed. Unlike typical "hard" systems approaches which have been developed in natural sciences to solve problems involving clear cause-effect relationships, SSM is a "soft" systems approach that deals with complex human situations in which people with various world views, or senses of values, are engaged in communication. We argue that SSM can help EP practitioners deepen their understandings of language learning and life in language classrooms, and help develop their potential as learners and teachers. (Contains 4 figures.)