This conversation analytic study explores the inter-personal and intra-personal functions of the discourse marker (DM) okay in self-directed talk sequences of three graduate students during Mathematics lectures at a U.S university. It is disclosed that self-directed okay turns up in three general locations and functions intra-personally to align the teachers’ notice and inter-personally to feature transitions, to open self-repair sequences, and to word thought processes in discourse sections in which the lecturer is employing non-verbal resources to underscore information or showing how to do math, which we call pedagogically-directed talk. Findings propose that self-directed okay is not just a transition but simultaneously serves critical intra- and inter-personal functions and that resources like self-directed okay ought to be taught as instructional practices for novice teachers in teacher preparation programs.