Lesson study is a collaborative practice recognised as a useful approach for teachers' learning; however, we barely find studies analysing this practice among higher education faculty members. This research studies the content of their conversations to reveal the learning opportunities that lesson study opens. Content analysis shows that the participants learnt through descriptive and interpretative learning, making explicit their ideas about the lesson, and emphasising these rather than what they thought about the students. Results also indicate that the participants have room to increase their attention to the students and their 'disputational' talk, with the help of a knowledgeable other.