Power is an element present in most interactional environments. In institutional ones, such as in classrooms, power becomes more explicit since it is dependent on the social norms set by schools and society, with the teacher as a participant expected to assume partial or full control of the interaction. However, even being exercised by the teacher, power can also be resisted and negotiated through discourse. This happens because interaction is always a continuous cooperative process, and students can also vie for power when they are competent in appropriating certain interactional devices that were ‘originally’ supposed to be used by the teacher alone. This article discusses this phenomenon by analyzing some foreign language classroom data in which primary students negotiate new ways with the teacher to manipulate an object (a puppet) in order to create more meaningful and stimulating activities for the participants involved.