Since the early 1990s, active learning has become a widely adopted pedagogical approach across various educational levels and subjects, emphasizing students’ engagement and participation in learning activities. In the ELT context, many curricula have incorporated active learning in the form of “peer learning” to implement communicative language teaching. However, the practice of peer learning in ELT classrooms faces significant challenges. Since instructors have limited access to students’ peer learning environments, it is difficult for them to identify obstacles to implement active learning effectively. The strength of conversation analysis (CA) lies in its emic perspective in the data analysis, which enables us to capture the learners’ orientation toward their learning environment. This chapter analyzes two data sets of university EFL teaching contexts where learners engage in group activities, unpacking the details of peer learning interactions. Our analysis reveals the discrepancies between what the instructors aimed for the students to accomplish through the peer activities and what the learners oriented to in their peer interaction. The findings, viewed through a CA lens, offer pedagogical implications for those who design and implement peer learning activities in EFL teaching contexts.