Children engaging in conversations are putting to the test not only what they know about using acceptable conversation rules, but they are also expected to converse fluently. In cases where maintenance of fluency is itself a problem, conversation tasks may prove too difficult to manage fluently. In this article, the connection between conversation demands and the ability of children who stutter to maintain fluency is explored. A model of conversation management useful both in assessment and intervention is introduced. Suggestions for ways studies comparing how children who stutter and children who are normally fluent perform on conversation tasks can be used therapeutically are also presented.