With restrictions in the target language, taking turns in a timely fashion to participate in class discussions can be a challenging task for L2 learners. In order to understand L2 learners" particular choices and behaviors in taking turns in class discussions, an in-depth investigation of their experiences and views contributed by the learners themselves is called for. This paper pursues a qualitative case study on Korean graduate students" experiences and perceptions of taking turns to participate in class discussions in a content course. Analysis of data from interviews, observations, and documents revealed that Korean students perceived language ability, cultural difference, educational background, context/condition, and personality as responsible for the challenges they faced in taking turns in class discussions in English. The Korean students were also aware of the differences between the native speakers and themselves with respect to the strategies applied to gain turns in discussions noting that the native speakers used certain expressions that eased the turn-takes. Contrary to expectations, the Korean students saw L2 proficiency as just one factor involved in obtaining turns in class discussions and highlighted confidence as a crucial factor for success.