Pressures on primary teachers to improve writing are often to the detriment of quality talk in the classroom. This is despite decades of research emphasising that knowledge and understanding are developed through such talk. Primary teachers' experiences of incorporating the current Spoken Language national curriculum are often at odds with current policy: some are unaware of the statutory Spoken Language curriculum while others are left to negotiate for themselves how best to incorporate talk into their practice with minimal training and guidance. This article describes the affordances for all learners when talk is incorporated as a tool for learning, developing vocabulary and ideas, having a positive impact on children's social and emotional development, and fostering engagement in learning and academic progress. Drawing on a recent Master's study, the author explores the experiences of teachers as they incorporate talk into their practice, and identifies the enablers and dilemmas for teachers who place talk at the heart of their practice.