This paper communicates the generative potential of classroom skits as curricular openings in teacher education. Although assorted incidences of the use of skits in classrooms have been documented, literature on the use of skits as a learning tool is very limited. I suggest that skits allow for the generally absent observation component during early stages of the teacher education program. I present a case incorporating skits with preservice elementary teachers in a mathematics content/methods course. This case helps to raise insights and questions regarding preservice teachers' use of language about teaching and learning in connection with their instructional practices.