This article draws on qualitative case studies of student-centered classroom activities to consider how pedagogy and classroom climate interact with students' emotional experiences in the classroom. Findings suggest that teachers' beliefs about the purpose of classroom discussion influence their attendance to students' emotions in a way that affects levels of safety, trust, and respect within the classroom, which affects students' willingness to participate in class. These case studies provide examples of what open classroom environments look like in liberal, social constructivist settings and what happens when teachers attempt to incorporate more radical pedagogies. They also demonstrate the challenges that might make it difficult to maintain an open climate in light of the complex and dynamic relationships students have with one another, with their teacher, and with their social role in the classroom group.