Introduction The aim of this study was to partner with six teachers to investigate and improve patterns of talk about text (TaT) in their subject-specialised classrooms. The teachers worked in two high schools in Auckland, one decile 1 and one decile 2, and taught biology, chemistry, English, health, or physical education to Year 12 or Year 13 students. The majority of students (60%–70%) were Pasifika or Māori (25%–28%). About 20% of students at one of the schools were Indian. Together with the teachers, we found out about current patterns of TaT in the classrooms and about their and their students’ perceptions of factors that helped and hindered such talk. Then we designed