Whole class discussions are a key feature of daily life in many classrooms yet evidence suggests there is much variation in the quality of talk which takes place in terms of facilitating children's learning. This paper examines children's understanding of the role and purpose of whole class discussions in supporting learning and also considers children's perceptions of their own participation in such discussions. This is based on the premise that effective learning requires children to see themselves as full participants with the right to make active contributions to classroom activities. The paper employs the use of discourse analysis based on the work of Gee (1999) and data is drawn from group and individual interviews with 'high ability' and 'low ability' children (aged 9-10 years) across three primary schools in England. The findings indicate variations between the cultural models and identities 'high' and 'low ability' pupils take on in relation to classroom talk which engenders different perceptions of its perceived purpose and benefits.