Middle school students love to talk in multiple social settings, but talking in science can be a different situation. With the shift required in teaching the Next Generation Science Standards, students are tasked with making sense of phenomena often much different than a traditional science classroom. Traditional Science classrooms are one that Lemke (1990) described as one where the teacher asks a question, one student responds, and the teacher gives feedback. Female students have been shown to allow male students to let male students talk more in science class discussions (Lee and McCabe, 2021). Teachers are able to use teacher talk moves (Michaels and O'Connor, 2012) that provides teachers with a means to provide a more equitable environment for all students, especially girls, to engage more in middle school science sensemaking discussions. This case study observes three middle school science classrooms where teachers have been trained in using teacher talk moves to study the relationship between the use of talk moves and in female student engagement. This study also interviewed the three teachers being observed as well as six female students from each of the three classrooms. The two research questions that were researched were: 1. How do middle school science teachers use talk moves in sensemaking class discussions? 2. What is the relationship between the frequency of teachers' use of talk moves in sensemaking class discussions and female student engagement rates. This study found teachers to use the talk move "agree/disagree and why" most frequently. Female students tended to respond most frequently to the teacher talk move of "So, are you saying…" Teacher interviews showed that collaboration and risk taking to be a general theme when discussing their use of talk moves. Female students spoke to the two themes of "equality of sharing" and "culture of elaboration" when being interviewed about their experiences in middle school science class sensemaking discussions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]