As Waring (Classroom-based conversation analytic research. Springer, 2021) so eloquently writes, a pressing question for researchers using conversation analysis (CA) in language classrooms is how their work can be of use to teachers. One avenue involves sharing pedagogically sound frameworks and practices. However, it is one thing to know what works well and something else entirely to change entrenched patterns of interaction. Thus, one foundation for change may be the ability to reflect on classroom interaction as it occurs, a skill related to Schön’s (The reflective practitioner: How professionals think in action. Basic Books, 1983) concept of “reflection in action.” This chapter, then, asks if CA-based mindsets and skillsets can help a practicing teacher develop the ability to notice and reflect on her own micro-choices. The study’s coauthors are a teacher educator with a background in conversation analysis, and a high-school teacher certified in TESOL and social studies. Using the framework of Participatory Action Research (PAR) (Cochran-Smith and Lytle, Inquiry as stance: Practitioner research in the next generation. Teachers College Press, 2009; Pine, Teacher action research: Building knowledge democracies. Sage, Incorporated, 2008; Stapleton, Action Res 19(2), 161–178, 2021), they explored the possibilities inherent in using the FAB framework and micro-reflection (Waring and Creider, Micro-reflection on classroom communication: A FAB framework. Equinox, 2021) as a tool for teacher agency and skill development. Data for the study included transcriptions of zoom meetings to discuss the teacher’s work, and a journal kept by the teacher over the course of the intervention. Findings suggest changes in the teacher’s experiences of her ability to practice micro-reflection across three broad areas: noticing, questioning practices, and observing student behavior.