A study examined classroom discourse in three literature class discussions among 15 high school juniors and their teacher as they tried to make sense of "Hamlet" and "Rosencrantz and Guildenstern Are Dead." Participants' moves (what the students and teacher were trying to do with their language during the discussion); participants' perspectives (how selected informants personally understood the topics and dynamics of the discussions); and the nature of the "wondering" discourse (the exploratory talk embedded in the discussions) all provide a rich base for drawing educational implications about ways to support classroom discussion. "Wondering" is first defined as largely an internal dialogue which defies prediction and precise measurement. Results document classroom interaction that contrasts with previous studies of classroom discourse in that both the students and the teacher in this class were initiating topics and asking questions of substance. Further, an examination of the participants' perspectives on the discussions reveals in detail that episodes from the discussions were different events for each participant who was interviewed. Contains 45 references and five tables of data.) (RS)