The purpose of this action research study was to determine the impact math talks had on student performance in ST Math and how math talks impact students’ understanding of mathematical concepts outside of ST Math. This action research study was conducted in two sixth-grade classrooms at an Intermediate School in Central Iowa. Quantitative data was collected via the number of puzzles individual students completed per minute. Quantitative data was also collected in the comparative number of correct responses on a pre and posttest over the mathematical concept students covered in ST Math. The results of the study showed students had significant growth in their understanding of the mathematical concepts covered in ST Math. No significant growth was shown in the number of puzzles individual students completed per minute.