The Thinking Together educational approach was first developed in the UK to promote the use of exploratory talk in primary classrooms. The approach was then adapted and applied to the very different context of Mexican state primary education. This paper compares the program in Mexico with the program in the UK and concludes that, despite that fact that the relationship between teacher's practice and the approach was much closer in the UK than Mexico, the program appeared to have very similar positive effects on individual reasoning and on the capacity of children to collaborate effectively in groups.