In this study, we examine a prominent type of classroom talk, exploratory talk, in primary school peer interactions. Exploratory talk has been shown to be productive in facilitating problem solving and fostering school achievement. However, within the growing body of research concerning exploratory talk, the relation between exploratory talk and asymmetries of talk has not been scrutinized. In this study, we (i) introduce two novel types of talk, inclusive and exclusive exploratory talk, and show that they occurred in primary students' peer interactions, (ii) identify and describe patterns of a/symmetry of talk and establish a relationship between these and the occurrence of exploratory talk, and (iii) illustrate two interactional sequences that are associated with the emergence of inclusive exploratory talk. (Contains 3 figures and 6 tables.)