Although the practice of (re)formulating has been examined in a variety of institutional settings, its realization in the framework of school interaction has received no attention from a conversation analytic perspective. The present article aspires to fill this gap, offering some preliminary remarks about how reformulations, namely versions of what was previously said or implied, are accomplished in the classroom. More specifically, two types of the teacher’s reformulations are distinguished, on the basis of his/her epistemic access to what is reformulated. The research aims at demonstrating how a general practice adapts to the central activities of the setting in which it is employed.