Research and practice continue to foreground the importance of changing teacher talk for producing dialogic pedagogies. While teacher talk clearly has a profound influence on student talk, understanding the mutual accomplishment of talk between teachers and their students presents a powerful and relatively untapped perspective for bringing about changes to classroom interaction. In this chapter, we describe and explicate how a group of young students and their teacher mutually accomplished a discussion that addressed what they had been learning about talk. Our consideration of what was said establishes students’ understandings of ways to develop their classroom talk. Our delineation of how talk was produced gives insight into prominent features of student and teacher talk that enabled the progress of the discussion. Such features are taken for granted in classroom practice and in much of the research that seeks to bring about changes to classroom interaction. Finally, we conclude the importance of teachers and students working together to bring about changes that will promote classroom talk for dialogic pedagogies.