The aim of this study is to contribute with knowledge on teachers’ experiences of igniting dialogic spaces in their L1 classrooms (classes in Norwegian) during participation in a research project, Partners in Practice.Creating spaces for dialogue in classroom discourse has since long been promoted by educational researchers both for better learning possibilities but also for a more democratic education (see i.e., Alexander, 2008; Author, 3, 2020, Wegerif, 2013). However, earlier research has reported on several obstacles in developing dialogic features in classroom discourse, which both seem to stem from resilient monologic school traditions and the top-down design of the research projects which has hindered teachers to attain ownership of their changing practice (cf. Hennessy & Davies, 2020). Thus, as the concept partnership indicates, developing dialogic features in classroom discourse has been a joint enterprise of the researchers and the teachers involved in the project to enable sustainable change within classroom practices. In this presentation a part study of the project is focused, namely the involved teachers’ discussions and reflections upon their experiences of opening dialogic spaces in their classrooms. These discussions took place in ten meetings during three semesters (2021-2022) and were recorded and transcribed. A thematic analysis was conducted (Braun & Clarke, 2006). Four major themes were analytically discerned: dialogic participation, student positions, students and the literary texts, and teachers’ reflections on igniting dialogue. The first three themes cover possibilities and challenges that teachers experience during the project, while the fourth theme covers their reflections on both how to evaluate different challenges and, quite often, how to overcome them. Furthermore, the analysis shows how the teachers gradually during the ten meetings take didactical ownership of the dialogic space, not the least through using their professional judgement when searching for new ways of igniting dialogue.