This article focuses on an extended, interactive, collaborative project in a junior/senior-level business communication class. The main goal of the project is to address a difficult task central to many college-level writing courses: teaching students to consider and to write for specific audiences other than the teacher. A second goal is to focus on prolonged collaboration instead of collaboration on brief, discrete projects. These goals are not unique to this corporate correspondence project. They are central to most business writing courses, whose objectives typically include writing for different purposes and audiences and working effectively as a team member. Instructors strive to create scenarios, case studies, and other assignments that accomplish these important objectives. This article outlines the structure and assignments of the corporate correspondence project and then focuses on the outcomes of the project during one semester, including its effectiveness in meeting the course objectives, and the implications of the project for business communication pedagogy.