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This ar cle examines Finnish L2 learners’ interactional practices of flagging trouble in pronouncing words when reading aloud texts in English. Using conversation analysis, it describes how students employ three repair initiaon techniques – direct requests, trying out, and aborting the reading – as methods through which they mobilize teachers’ help in the form of a model pronunciation of the target word. By describing the sequential and temporal unfolding of read-aloud, the article presents an empirical way of tracing those classroom practices that students employ to develop their pronunciation skills of English in Finland. CA-based methodology that focuses on the interactional details of how classroom activities are organized provides new insights on what happens in classroom interaction in terms of pronuncia on instruction. The findings not only have local relevance to teachers’ pedagogical training in Finland, but also more broadly in showing L2 teachers how classroom activities can be organized to promote practicing of pronunciation skills.