This study explores the nature of classroom talk as a way of teaching physics implemented by newly trained teachers. Their training introduced them, among others, to sociocultural theory and the promotion of classroom talk as a deliberate teaching strategy. This study is framed by Mortimer and Scott's framework for productive classroom talk. Data were collected from three teachers through video- and audio-recording three successive lessons of each. These were complemented by follow-up interviews. Data analysis followed a discourse analysis approach. The results show that teachers implemented classroom talk through providing scientific concepts, allowing student discussion and establishing common understanding, but did encourage talk for applying scientific meaning, i.e. the final stage in Mortimer and Scott's framework. The teachers did not train their students on how to engage in productive talk and provided little authoritative guidance in meaning making through classroom talk. It is recommended that newly trained teachers be given support at least in their first year of teaching after training.