The study examined students' preferences for wait times of 3 seconds versus .9 second, teachers' ability to accurately predict their students' preferences, and the reasons both groups of participants gave for their choices. Thirty-five middle school science classes watched two versions of a videotaped science review lesson. The versions differed only in length of time the teacher paused after questions before she called on students to respond. When asked which version would produce more learning and when asked which version they preferred (after being told how the two versions differed), significantly more students chose the one with the longer wait time. Significantly more teachers predicted these choices accurately than inaccurately. Students identified think time, time use, teacher helpfulness, and topic ease as reasons for their choices.