Purpose: This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms. Design/methodology/approach: This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data. Findings: Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style. Research limitations/implications: This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture. Practical implications: This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives. Social implications: Due to the nature of LS, this study may emphasize teacher-student and teacher-teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact. Originality/value: This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.