Curiosity about student thinking lies at the heart of great mathematics teaching. When teachers are curious about and grounded in their students' thinking, their proficiency at eliciting, interpreting, and responding to student ideas increases (NCTM 2014). Coaching conversations that focus on students' thinking can support teachers in developing their instructional practices. When coaches frame their interactions with teachers by first examining students' thinking together, they can then problem solve together about next steps in instruction and engage in rich conversations about teaching and learning mathematics. In this article, the authors consider two related coaching conversations that arose from examining students' thinking during one-on-one coaching and during teacher collaborative time.