Objective This study utilized the Reflect! platform, an educational tool, as an instrument to structure deliberations among small groups of people with conflicting views. Can a technology designed to provide guidance for self‐directed learning in small teams of students also be used in projects with “real” stakeholders involved in actual conflicts? Method In an exploratory case study, the investigator invited three representatives of civic organizations in Atlanta, Georgia, to collaborate on the problem of dealing with the Confederate Memorial carved in Stone Mountain. The study included qualitative analysis of observational data, structured participant interviews, and participant‐generated materials. Results Participants succeeded in formulating a shared position on what to do with the Confederate Memorial on Stone Mountain. However, the study highlights limitations in the interpretation of findings, as well as certain advantages and disadvantages of the platform. Conclusion It seems that the Reflect! approach could do most good somewhere in the middle between large‐scale deliberations such as a town hall meeting and professional conflict management. With its step‐by‐step activities and its focus on stimulating reflection, the Reflect! platform can support mutual understanding on highly controversial issues.