Research suggests that social communication (verbal and non-verbal) plays a key role in students' and teachers' elementary-school experiences. Within the framework of sociocognitive developmental theory, this qualitative study investigates teachers' experiences and perceptions of children's talking and listening habits within the elementary-grade school classroom. Five Canadian elementary-school educators (three female, two male) discussed their perceptions of young children's talking and listening behaviours in the classroom. Results indicate that the actions of both talking and listening play a key role in students' and teachers' learning experiences in the classroom. Implications for inclusive and developmentally appropriate curriculum are discussed.