Participation is an effective strategy in the teaching and learning process. Many students contribute in different ways. Nevertheless, many teachers assume that students are only active if they focus on the teacher's learning objectives. The research aimed to describe student participation in-group learning. A mixed research design was conducted to understand student participation. Data were collected through observation and interviews. Interactive data analysis consisted of four-cycle steps: data collection, data reduction, data displays, and the conclusion. This study found that participation in-group learning required mutual respect, a sense of responsibility, awareness of creating a constructive climate, and leadership. The results of this study are expected as a consideration of teachers in determining student participation in teaching and learning processes.