Turn-taking occurs when the speaker offers or allows the listener to speak. The next speaker will respond in various ways, including commenting the previous speaker statement and accepting and rejecting the argument. The issue is that taking turns in class is not always smooth. The teacher-student interaction is imbalanced, as the teacher dominates the conversation while the students essentially participate as a listeners. Hence, the current study aimed to examine the process of turn-taking strategies and find the functions of each turn taking conducted by teacher and students during classroom interaction. The researchers utilized a descriptive qualitative approach by applying Sack, Schegolff, & Jefferson's theory. The data was taken directly during the class with an audio recorder. The findings revealed that adjacency pairs and incompletion marker are the most used turn-taking techniques. Other strategies used quite often were overlap and utterance in-completor. While the least appearing turn-takings were repaired, tag question, address term, interruption, and possible pre-closing. In addition, teacher and students applied different strategies in taking over the turn. The students merely took a few turns such as interruption, overlap, question, and answer. On the other hand, the teacher used all types of turn-taking strategies during classroom interaction.