Making personal connections to words is a strategy that can bolster young students' vocabulary learning. The personal connections strategy involves teacher-initiated prompts that propel teacher-student conversations that connect students' experiences with new word learning. In this article, we draw from complementary theoretical frameworks, research on evidence-based practices, and our own empirical findings from classroom observations to showcase the value of using this strategy in combination with other evidence-based strategies for encouraging students' word learning. We provide guidance on ways to use this strategy effectively.