Determining the most effective ways to support student-to-student talk requires some negotiating from a responsive teacher. This paper reports on a case study of two emergent multilingual students in Grade 3 (seven to eight-year-olds) who explained their strategies to each other. The transcript of their conversation was analysed using Chan and Sfard's (2020) "participation profile framework." Findings indicate that the two students learned from each other during the interaction because they revised their work to be more precise. One implication of this study is that strategic pairing may be a useful practice to eliminate inequitable power dynamics.