This study's aim is to create awareness of different strategies and speaking skills used as interaction in primary school by teachers. The study includes comparisons of previous researchers and relative theoretical perspectives. Semi-structured interviews with three primary school teachers from Sweden were conducted for this study. The results reveal numerous factors such as, differences in how teachers´ experiences play a primary role in the classroom and the time invested in the subject. An additional factor expressed by all the interviewed teachers is the involvement of Lev Vygotsky's theory integrated in their classrooms. All three teachers were positive to the idea of working in pairs or groups, as this develops students’ interaction with other students. However, the conclusion demonstrates the lack of previous research concerning interaction in primary school.