Establishing a communication-rich classroom can be difficult. This article describes the process and findings of a practitioner action research study addressing the question of how teachers can interact with their students while they are working in groups to encourage and enhance student-to-student communication. Recommended research-based teacher interventions that foster small-group discourse are provided as well as suggestions for practitioners who are interested in conducting practitioner action research to improve their practice. (Contains 1 table and 3 figures.)