Within workplace contexts, professionals learn from colleagues by engaging in informal conversations, yet little is known about the contribution these types of conversations make to how academics develop as teachers. Taking a socio-cultural perspective, this article reports on the experience of mid-career academics in conversations about teaching within their departmental contexts. This study drew on semi-structured interviews with 24 academic staff working in different departments at an Australian research-intensive university. The transcripts were analysed using Glaser and Strauss' [1967. "The Discovery of Grounded Theory: Strategies for Qualitative Research." New York: Aldine] constant comparative method for developing grounded theory. The analysis reveals that the nature of conversations between colleagues has a distinct role in supporting academics to learn how to manage and improve their teaching practice in several unique ways, for example, through collaboration following a venting incident. Informal conversations about teaching are revealed as an avenue for continuing professional development for mid-career academics, and a productive area for future higher education research.