This chapter examines the role of teacher-facilitated classroom discourse in Nordic lower secondary classrooms across mathematics, language arts, and social science lessons with high student participation. A teacher’s ability to facilitate classroom discussions is important for student learning. This involves posing engaging questions and effectively responding to students’ ideas. Analysing video recordings from Denmark, Finland, Iceland, Norway, and Sweden, this study focuses on three aspects: types of teacher questions, nature of teacher uptake, and characteristics of student utterances. The findings reveal that productive classroom discourse involves a balance of open and closed questions, effective teacher uptake that encourages student elaboration, and student contributions that range from brief answers to extended reasoning. Differences among subjects highlight the predominance of closed questions in mathematics, a mix of open and closed questions in language arts, and the extensive use of open questions in social science. This study emphasises the need for responsive pedagogy that adapts to subject-specific requirements and supports collaborative learning that encourages students to contribute. This chapter concludes with implications for teacher training, suggesting that frameworks like the Protocol for Language Arts Teaching Observations can aid in enhancing classroom dialogue and ultimately improve student engagement and learning outcomes.