This study aims to discover to what extent native ESL teachers utilize wait-time in their classes and to what extent wait-time gives way to more student contribution. Wait-time is considered as a part of classroom interactional competence, and relevant utilization of it may improve learning in the classroom. Accordingly, six classroom hours of data were analyzed via Conversation Analysis (CA) and whether teachers implement wait-time or not during their lessons were analyzed qualitatively. The participants of the research are teachers and students in a higher education setting in the UK. In order to analyze the data collected, all the videos were transcribed in accordance with the conventions of the Conversation Analysis (CA). The findings suggest that the teachers frequently implement wait-time in their classes. It has been found that wait-time usually leads to students' contribution in language classes, which may lead to creating space for interaction and language learning.