Turn taking is one of the components in discourse analysis which studies communication—the act of exchanging turns in speaking among speakers through conversational analysis. Turn-taking consists of multiple strategies. In ELT settings, turn-taking is enacted by both teachers and students, who employ specific strategies during interaction. This study aimed to investigate strategies used by the lecturer and students in IBITEK Banjarmasin ELT classroom. This research used a qualitative approach with a descriptive design. Datas were collected through observations, interviews, and documentation. The researcher observed two classrooms and video-recorded them. Additionally, the researcher interviewed the lecturer and five students to complement the observation data and created transcripts for both datas. Through observations and interviews, eight strategies used  by lecturer were identified: (1) taking the turn—starting up, taking over, interruption (2) holding the turn—filled/verbal pauses, silent pauses, lexical repetition, and new start, (3) yielding the turn—appealing, prompting, and giving up, (4) adjacency pairs—question–answer, and request–acceptance, (5) interruption, (6) overlap, (7) repair, and (8) code-switching. Furthermore, the allocations for each strategy; self-selection for taking the turn, current speaker continuous for holding the turn, and current speaker choose next speaker for yielding the turn. The conclusion of this study showed that strategies of turn-taking practices employed by lecturer for turn-taking in IBITEK classroom was done with varied strategies with multiple ways of turn allocation catered to each strategy alongside its purpose, reasoning, and ways which supported teaching and learning activity. From this research, it is suggested that teachers and students could familiarize themselves with turn-taking strategies and its practices influence to improve classroom teaching and learning activity.