Discourse in mathematics classrooms has been at the forefront of mathematics reform for years. Of the eight NCTM Mathematics Teaching Practices, four relate specifically to the use of discussion, questioning, and the analysis of student thinking that is based on discourse. As an answer to the demand for discourse within many mathematics classroom, "Turn and talk!" has become a popular phrase in education. Unfortunately, many teachers have used this talk move in isolation, which can be limiting. A vast difference exists between true mathematical discourse and simply turning and talking. "How" do we move students beyond turn and talk and have them engage in discourse that is more significant?