Recent changes in the Ontario curricular expectations for teaching and learning have led the author to re-examine some of her teaching practices, particularly in oral language learning. In this article, the author explores what learning through talk looks like, sounds like and feels like from the kindergarten teacher’s perspective. By inquiring into her own practice, drawing from the literature on classroom talk in the early years, and critically reflecting on vignettes of classroom talk as well as a teaching journal, the author as kindergarten teacher challenges her own assumptions about talk to gain a deeper understanding of its role in a kindergarten classroom. The vignettes, reflective writing and teaching journal act as signposts that map a growing understanding of talk as a tool for learning. These stories help to ground the discussion about talk in practice as well as theory, and provide insights into the challenges and opportunities of using talk for learning in kindergarten.