Conversations play a significant role in early childhood antibias and multicultural education because they enable children to connect with others and to begin to see the implications of certain assumptions. However, engaging children in these conversations is not always easy. No matter what the question, children frequently resist answering adults, and for some, concerns about race and social class may seem distant or even irrelevant. This article describes a project in which the authors observed kindergarten children's responses to specific antibias and multicultural activities to see which materials and teaching practices most frequently elicited meaningful conversations. The authors chose activities that focused on race and social class because many teachers find these issues difficult to address with young children and sometimes choose to work with "safer" topics, such as gender, disabilities, and culture.