The last decade has witnessed an embodied turn (Nevile, 2015) in research on language and social interaction, including research on classroom discourse and interaction. Gaze and other embodied resources that interactants deploy have been investigated in content and language classrooms, showing that embodiment is key in the interactional unfolding of learning and teaching events in classrooms. Among different kinds of embodied resources, the investigation of interactants’ gazing behaviors has been a research concern over the last few years. Gaze has been shown to be a vital resource to show, for instance, willingness and unwillingness to participate in second language (L2) classrooms (Mortensen, 2008; Sert, 2015). In this chapter I demonstrate how students’ attempts to establish mutual gaze with teachers in specific sequential positions and teachers’ orientations to these by providing go-ahead responses can become consequential in the unfolding of subsequent student participation. Using transcriptions of video-recorded English as a foreign language (EFL) classroom interactions, I first describe the actions accomplished through a state of mutual gaze, and then explicate the ways in which teachers’ embodied go-aheads create space for student engagement. I close the chapter by providing implications for teachers, teacher educators and research on gaze in classroom discourse and interaction.