Amidst views by teachers that they are not involved in decisions about curriculum making, Caribbean orality provides a way of knowing and transmitting knowledge reflective of the dynamics of the local context and the meanings people make of the spoken word. Caribbean orality provides the opportunity to understand how teachers make sense of deliberations during periods of curriculum making through the language they utter. Additionally, it provides the means for understanding how teachers interpret actions based on the spoken word in order to be involved (gain a seat at the table or gain access). This paper presents arguments that explore Caribbean orality as a method for improving teacher involvement in curriculum making in Jamaica. Using data collected from a study of eight teachers to advance arguments, the author proposes a framework for effective teacher involvement in curriculum making in Jamaica. The proposed framework is hinged on identifying and harnessing the situational expertise of teachers, understanding and valuing situational orality within schools, and stakeholders in the curriculum making process utilizing Caribbean orality as a method for reflection.