Changing daily practices, especially from one based on one-way lecturing into a more dialogic one is a challenging task for many teachers. This is strongly applicable in the case of Vietnamese teachers across various subjects. This case study aims to investigate the experience of two young primary school teachers in Vietnam trying to adopt a more dialogic approach in daily Vietnamese reading lessons. The results show that despite the previous dominance of teachers' questions, classroom interactions became more dialogic with a significant increase in both students' questions and the quality of classroom talk during whole-class discussions. This happened when the teachers delegated the authority to the students to ask and choose their preferred questions and facilitated the discussions with more open questions. The changes in both teachers' daily practices suggest a shift in classroom power and identity--the students became co-generators of knowledge. Further, disappointment with current practices, rather than their efficacy, and the search for better ones motivated the two teachers to change their pedagogies. [For the complete volume, "Transforming Pedagogies through Engagement with Learners, Teachers and Communities. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 57," see ED661742.]