The authors have seen an inspiring phenomenon in certain classrooms--students thinking through their answers to teacher questions, responding thoughtfully to other students' answers, even self-correcting or providing more information after they've answered a teacher aloud. The strategy behind these student actions is a skillful use of "wait time"--a 3- to 5-second pause held after a teacher poses a question and before any student answers (wait time 1) and after the chosen student answers but before the teacher or a peer chimes in to respond (wait time 2). Although much research has supported the effectiveness of using both wait times, and many teachers are aware of this practice, it's underused. Walsh and Sattes discuss what they've heard from teachers about barriers to implementing wait time--which these authors prefer to call think time--and suggestions for overcoming those barriers. Discussing the concept of think time openly with students and helping challenge students' beliefs about the purpose of teacher questioning are among their suggestions.