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Communication in the mathematics classroom is currently viewed as an integral part of mathematics instruction. This paper explores the usefulness of math penpal letters as a means of increasing the quality of written communication in mathematics. The focus of this study is the letter writing exchanges between a class of 4th-grade students (n=28) and preservice teachers (n=27) attending a mathematics education course. The letter exchanges occurred over a period of three months, and the writing was examined for its content and style. It also served as a window through which teachers could glean some otherwise inaccessible information about students. Explorations into writing math penpal letters attest to their richness and potential for developing written communication in mathematics. The penpal exchanges also helped preservice teachers think about mathematics from the students’ perspective. The study suggests that they can be a valuable addition to existing instructional practices in the mathematics classroom. Contains 10 references. (MKR)