The aim of the present study was to investigate the conversation techniques that kindergarten student teachers implement in the context of the teaching practicum during their bachelor studies. The sample consisted of 45 undergraduate student teachers attending their teaching practicum in the Department of Preschool Education of the University of Crete. Student teachers were asked to pre- and post- evaluate the frequency with which they implemented essential conversation techniques while teaching in kindergarten classrooms on a five-point Likert scale, and to indicate the factors which may have influenced them in conducting classroom conversations by answering two open ended questions. The results of the present study provided indications of student teachers' preparedness in implementing conversation techniques which can add to children's oral language development and pointed to significant factors which may influence their teaching experiences.