In this essay we describe our efforts to deepen graduate management student learning through the use of learning teams based on the concepts of dialogue, mentoring and experiential learning. Student learning teams led by faculty learning managers were introduced in the experiential, competency based curriculum of a European business school. Evaluations of the team learning program over a two year period based on learning manager interviews and student learning logs indicate some success in producing deeper learning by students and a number of implementation difficulties. These results are examined in light of previous research on dialogue, team learning, and curriculum innovation in management education.