This article reports on the utilization of group discussion by teachers to improve the comprehension skills of learners in their multilingual classes. The study aimed to examine solutions to low comprehension skills among learners whose language of instruction differed from their home languages. The participants were teachers (n = 12) and learners (n = 134) from four purposively sampled primary schools. Data generation included non-participatory observations of comprehension lessons, interviews with teachers, and analyses of teachers' lesson plans and learners' workbooks. Data was analysed using thematic analysis. The findings indicate that some teachers employed peer tutoring and group work. Others utilized a quiz-bowl approach in comprehension lessons, which limited learners' independent thinking in discussions. However, further analysis indicated that group discussions could be an asset if the teachers were trained to model and scaffold the art of asking questions. Future research should examine the longitudinal influence of the structured use of group discussions.