This study analyses the actual nature (sources and purposes) of conversation that contributes to learning in technology education in the primary classroom, rather than conversation content or impact. It uses a qualitative approach with three methods of data gathering and presents the framework for the data analysis. The ‘Findings and Discussion’ section identifies three elements of conversation which go some way to assisting understanding the nature of talk in the primary technology classroom. The article presents conversations which exemplify sub-elements of conversations within each of the elements and also introduces ‘intercognitive conversations’ an umbrella term for conversations that enhances cognitive development.