This article reports from a Teacher-led Innovation Fund project that investigated connecting practices and resources for mathematical learning between a kindergarten and the first year of school. Teachers at both sites were teacher-researchers in the 2-year project. Our results highlighted expected and unexpected aspects of connections and connecting practices. Language played a critical role, and even brief "drops of language" were used by teachers to identify opportunities for further mathematical learning. Another finding was that teachers became more attuned to mathematical possibilities and included more questions and provocations, resulting in extended mathematical conversations.