Abstract: Mathematics permeates the whole of the society and its ever-increasing importance makes our society become more technological and complex. Ironically, the subject who has assumed such prominence in the society is plagued with high failure rate in our educational system and the society at large due to the method used in teaching the students. The study focused on exploring the possible challenges to be faced by Mathematics teachers in Nigeria in the implementation of a conversational style of teaching. It is being advocated that the style of lesson delivery by teachers of Mathematics should change from the present examination focused style to a conversational method that emphasizes understanding, which the students can communicate. The conversational style was used in teaching junior secondary school students mathematics in 3 schools in Ado-Ekiti, Nigeria and the level of understanding of the students was tested after a school term of 3 months and compared with the level of understanding among students in other three schools, where the Conversational method was not used. It was found that when teachers and students verbalize their mathematical activities, they show better understanding of the problems. Part of the challenges faced by teachers and students include the fact that ability to communicate was hampered by the extent of Mathematical knowledge, limited abilities to link Mathematical concepts with tasks in real life and the language of teaching. It is advocated that teachers should alter their perception of their roles as purveyors of knowledge and information and see themselves as facilitators to create the sense of inquiry in the students. Also, authors and curriculum planners are to formulate specific laws for teachers in schools to use this method in teaching Mathematics and Sciences because it helps the thinking horizon and language construction of students.