This study identified the content of educator conversations and determined how social interactions contributed to participant learning. Data sources included videos from face-to-face conversational sessions and individual, video stimulated-recall (SR) interviews conducted virtually. Participants included fifth and sixth-grade teachers from five Midwest school districts in which a large influx of classroom technology and professional learning were being implemented. Data analysis was conducted through qualitative research design using the constant comparative method. Findings indicated that teachers use these conversations for (a) reflection, (b) sharing resources, (c) validation, (d) gaining new knowledge, (e) lamenting their frustrations, (f) gauging their progress, (g) planning for their future, (h) shifting their perspective, (i) problem solving, and (j) recognizing growth areas. Each of these themes encompassed a different aspect of their professional learning. These results contribute to the growing body of knowledge about the social aspect of adult learning and the importance of including conversation in professional development. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]