There is widespread uptake of Number Talks in elementary classrooms. Despite their use, there is limited research on their effectiveness in the mathematics education literature. Matney et al. (2020) describe the lack of data on teachers implementing Number Talks as a "black hole" (p. 247), emphasizing the complexity of the practice due to five essential, rapidly occurring, components: 1. classroom environment and community, 2. classroom discourse, 3. the teacher's role in questioning and supporting student reasoning, 4. the role of mental math and 5. purposeful computation problems. Our study addresses this gap by investigating Number Talks, enacted in Nova Scotia schools across two Regional Centres for Education, through an inquiry-based professional learning project involving 16 elementary teachers. Over three full-day sessions, teachers co-planned and observed Number Talks in classrooms. The data consisted of video recordings of the Number Talks from those days. We analyzed these videos using Maturana & Varela’s (1992) enactivist perspective–teacher and students acting collectively on ideas. Our research question asked: What is the efficacy of Number Talks in relation to Matney et al.’s components within the typical 12-15 minute format? Our findings suggest that Number Talks hold the potential for teachers to elicit and legitimize students' mental math strategies and for students to recognize and build on each other’s ideas. This study contributes to the emerging literature by offering insights into the efficacy of Number Talks and the potential for fostering deeper mathematical thinking in short time frames.