Providing long-term access to writing and communication support can be a significant challenge for engineering faculties. When writing instruction is restricted to just one semester, the challenge for instructors, as a result, is to utilize the short time they have with engineering students in ways that will help students to self-initiate long-term communication learning. An educational tool that shows promise in achieving this goal is the Johari Window-a longestablished psychological concept that is heavily examined in many disciplines but thus far has been under-explored in the literature on engineering communication. When applied in this new context, the Window provides a framework for students to continually self-assess their skills and to build better awareness of how their communication is perceived by others. Furthermore, it has significant potential to illustrate the interrelationship of stakeholder communication needs in which professional engineers must participate. Most importantly, however, it is a tool that students can continue to use without the ongoing assistance of a communication instructor. This paper will explore the implications of applying the Johari Window framework to engineering communication courses, and will examine specific curriculum applications of the tool.