Understanding the intricacies of teaching is a fundamental pursuit within the realm of educational research. As we chart the trajectory of research in this field, we find that the earliest conception of teaching was premised on a set of ideologies and beliefs that were formulated through observation and emulation of an established sage of a stage or gleaned from philosophical treatises that aim to theorise about the nature of teaching (Markee Citation1995). Propelled by Conversation Analysis (CA) is the treatment of teaching as a set of locally enacted practices that are accomplished through the detailed orchestration of verbal and non-verbal resources and that can be studied through rigorous analysis of naturally occurring interactions in the classrooms. The Practical Nature of L2 Teaching delves into the practical nature of teaching from a conversation-analytic perspective in order to offer a fine-tuned understanding of how teaching unfolds in real-world language classrooms. While intended for varied audiences, this book holds particular value for novice CA researchers looking for a repository of CA findings to refer to as they work on their data, novice teachers seeking to further their expertise, and teacher educators working towards integrating a practice-based approach into their existing teacher preparation programmes. I will revisit this later in detail, but for now, let us acquaint ourselves with the structure and content of the book. It is worth mentioning that while I will provide a general overview of the book, my aim is not to exhaust this limited space by providing an extensive chapter-by-chapter analysis. Instead, I will focus more on showing who can benefit from it, suggesting various ways to harness its insights, and offering pathways to build upon it.