When people talk they gesture, and those gestures often reflect thoughts not expressed in their words. In this sense, gesture and the speech it accompanies can mismatch. Gesture-speech 'mismatches' are found when learners are on the verge of making progress on a task - when they are ready to learn. Moreover, mismatches provide insight into the mental processes that characterize learners when in this transitional state. Gesture is not just handwaving - it reflects how we think. However, evidence is mounting that gesture goes beyond reflecting our thoughts and can have a hand in changing those thoughts. We consider two ways in which gesture could change the course of learning: indirectly by influencing learning environments or directly by influencing learners themselves.