Although it is not a new idea, discourse continues to be a topic of discussion among teachers, teacher educators, and researchers in mathematics education. The National Council of Teachers (NCTM) and the Common Core State Standards for Mathematics (CCSSM 2010) describe mathematics classrooms as discourse communities in which whole-class discussions give students opportunities to share their thinking. In such discourse communities, different problem-solving approaches become explicit topics of conversation that can challenge, extend, and support all students' understanding. Further, opportunities to engage in discourse support students in becoming more confident problem solvers. Collectively, mathematicians have learned quite a bit about discourse. A substantial body of research identifies teachers' and students' roles in small-group and whole-class discussions and the intentional planning that is involved in guiding discussions that are consequential to students' learning. Existing research clearly describes what quality discussions look like and the instructional practices that serve to design and facilitate such high-quality discussions. The focus in this article is to consider initial steps in building discourse communities like those that the research describes and that the instructional recommendations envision. (A bibliography is included.)