As a small but significant response to current Educational Reform in Taiwan, the study initiates a three-way discussion on the forms and contents of classroom interaction among a college associate professor(the observer), a kindergarten teacher and a first-grade teacher to seek ways to create the $quot;real discussion$quot; in classrooms. The researcher (along with two research assistants) observed and videotaped classroom interactions in the two classrooms weekly, showed some portions of the videotapes to the two classroom teachers every month. After four months` fieldwork, the observation was narrowed down to focus on the Chinese lessons in the first-grade classroom and the diary-picture sharing and discussion time in the kindergarten classroom. While both teachers mentioned the difficulties in making the whole class participate in discussion, after the first three-way discussion session, we have observed changes happening in both classrooms. The first-grade teacher had students teach part of the lesson in turn, that is, acting as $quot;small teachers$quot; to lead the discussion. The kindergarten teacher had the children name their peers to ask questions after talking about their diary-pictures. While students are gaining more opportunities to talk and to lead the discussion, there remain some problems to be solved, such as the teachers` overarching concern of keeping up with the curriculum schedule and the children`s ability in extending the contents of discussion. Teachers` prominent $quot;fear$quot; of letting students talk have to be understood from a more distant context, such as the expectation of teacher role and student role in Taiwan`s culture. Nevertheless, the joint sense-making process in which the three teachers inform one another as to how to organize classroom interaction might provide insights to kindergarten-elementary school transition issues in Taiwan.