Having difficult discussions with students is commonplace in nursing education. The conversation may be with an individual or a group of students in a classroom or other settings. Either way, it is important to proactively turn the difficult dialogue into a positive learning experience to foster professional growth. To be successful in this endeavor, nurse educators should prepare ahead, reflect on their personal feelings on the subject, and find ways to incorporate intentional feedback to promote "reframing." To prepare, identify what the anticipated topic of the difficult dialogue might be: clinical evaluation, grades, or a nursing lecture on structural racism. Reframing is a multistep process that uses intentional feedback to help students see a different perspective. The steps include acknowledging the student's opinion, asking further questions, validating the student's thought process, and giving feedback that ultimately changes the context of the topic to reframe the student's perspective. Student validation is a way to support students without agreeing with them such as "I appreciate your thoughts and hear what you are saying. Are you able to see where I'm coming from?" If the difficult dialogue was related to a classroom discussion, the educator can facilitate student self-reflection by asking students to write a few sentences addressing their takeaways and what surprised them most. Respecting anonymity, the educator can report thematic findings at the next class. For difficult one-on-one conversations, maintain positivity, discuss exemplar characteristics, have students reflect on their performance, and end with a discussion highlighting the learning. Having these impactful moments fosters the personal and professional growth of nursing students.