This paper explores the reflexive relationship between pedagogy and interaction in second language (L2) classrooms, employing Seedhouse’s (2004) model and Conversation Analysis (CA) methodology. The analysis covers three contextual dimensions: form-and-accuracy, meaning-and-fluency, and task-oriented contexts. The study reveals the dynamic interplay between pedagogical focus and interactional organization, showcasing how participants negotiate linguistic forms, repair sequences, and engage in turn-taking to accomplish pedagogical goals. Despite critiques emphasizing the emic perspective’s limitations, the paper underscores CA’s contribution to understanding language use in teaching, offering pedagogical insights for language educators.