This study investigates how pre-service English teachers interrupt extended wait-time in English as a foreign language classroom contexts. Utilizing extended wait-time is an indicator of Classroom Interactional Competence, and thus it is an essential skill for efficient language teachers. In the literature, there are quite a few studies on how extended wait-time works and the benefits it offers in classrooms. The current paper, on the other hand, focuses on the cases in which the pre-service teachers interrupt and cut the extended wait-time short. This study has a qualitative methodological design analyzing five video recordings via Conversation Analysis methodology. The participants are five pre-service English teachers and their students in public primary and secondary schools. A collection of interrupted extended wait-time instances was formed from the data, and the instances were analyzed considering the sequential analysis, turn-taking and repair mechanism of Conversation Analysis. The findings suggest that the pre-service teachers interrupt extended wait-time in five main ways that are rephrasing, (partial) repetition, providing candidate responses, giving verbal and non-verbal cues and giving the turn to another student. This study offers insights into how exactly extended wait-time is interrupted, which provides implications for understanding the management of classroom interaction and training preservice/in-service teachers regarding Classroom Interactional Competence.