This longitudinal action research study reflects on the ways blogging can further promote culturally relevant discussions explored in face-to-face classes. The authors found that blogs gave participants a platform to begin discussing issues of race and discrimination, which were missed opportunities for the authors to practice cultural competence as educators, and to demonstrate this for their pre-service teachers. At the same time, the blogs gave the pre-service teachers an opportunity to extend their learning, particularly with topics related to culture and race, by making connections between course content and future practice. Some students reflected well in journals, others enjoyed participating in class discussions, and others participated with great fervor on the blogs. The authors discuss themes that were apparent in their analysis of the blogs every semester, in every experimental section of the course that participated.