In this chapter, we document how a student-teacher developed interactional awareness, knowledge, and competence during a Conversation Analysis (CA)-informed university course on classroom interaction. To showcase this learning journey, we track discursive evidence from classroom interactions, field study reports, written reflections, and other course materials, engaging in retrospective collaborative autoethnography. The focal interactional phenomenon in this paper is responsive behaviour in the third turn of IRF sequences, in particular teachers’ avoidance of explicit positive assessment (EPA) and the use of elaboration questions. The CA-informed classroom interaction course involved (1) video and transcription-based guided discovery tasks (2) post-seminar reflection assignments, (3) field studies with an observation task, (4) micro-teaching, and (5) video-based self-reflections. The chapter will describe the conversation analytic nature of the course interventions and will illustrate the focal student-teacher’s learning trajectory not only through her reflections, but also using evidence from her classroom-based teaching. Implications for language teacher education, professional development, and curriculum design will be given.