The purpose of this paper is to explore face-to-face discussions and electronic threaded discussions. Forty high school students engaged in both face-to-face and threaded discussions during a world history course. Their comments and interactions were analyzed, and they revealed that both types of discussion hold promise for helping students describe their thinking about topics being discussed, interact with classmates, and challenge their understanding of course content. In addition, teachers can consider these two forms of discussion and the different purposes each serves. Face-to-face and threaded discussions are compared in five areas. Implications for future research, using discussion in the classroom, and teacher education are provided. (Contains 3 notes.)