Classroom observation studies suggest that the teacher-calculus is complex and sensitive to learner behaviors. In language education, this becomes particularly important due to strong emphasis on productive interpersonal interaction. This study set out to understand what constitutes positive learning behaviors in an EFL context. The construct of learner reciprocity (Feuerstein, Feuerstein, Falik, & Rand, 2002; Lidz, 1991; Poehner, 2008; van der Aalsvoort & Lidz, 2002) was employed in analyzing classroom, interview, focus group, and research journal data amassed over a 2.5-month period. Two focal students, one more reciprocal case and one less reciprocal case, provided contrasting data sets that exemplify the presence and absence of learner reciprocity. Contrasting illustrations of learner reciprocity in action as a component of understanding language teaching and learning are presented and discussed.