ABSTRACT For five years, the Department of Mathematical Sciences at Ball State University has offered a seminar attended by both faculty and students. In this article, we describe the current practice of the seminar, reflect on how the seminar has benefited both faculty and student participants, and report on issues that have arisen as the seminar has evolved. * This paper is an invited paper from the Contributed Paper Session on The Undergraduate Seminar in Mathematics at the New Orleans Joint AMS/AMA Mathematics Meetings, 10–13 January 2001.