Democracy--with its complicated problems, multiplicity of positions, and often deeply held convictions--has always been messy. How do we prepare students to participate meaningfully in this type of world, where issues are complex and opinions vary widely? Knowledge about democratic ideals and development of civic dispositions is important, but for students to fully participate in democratic life, they also need skills to use when collaborating around difficult problems. This essay explores the educational paradigm of deliberative pedagogy as understood through its origins in the political idea of deliberative democracy. It discusses the difficult transition of deliberative democracy into educational practice, and suggests deliberative pedagogy might be more seamlessly incorporated. It also considers implications of this pedagogy for teacher preparation programs. Finally, it suggests ways in which this paradigm supports the mission of liberal arts institutions, especially as it concerns discourse, community, and life within a democratic society.