Background: Teaching assistants (TAs) are taking increasing responsibility for the learning of pupils. A key instructional skill for TAs is the ability to scaffold learning. Aim: To explore the interactions of TAs in relation to scaffolding as a theory of instruction. Methods: Observational data in the form of video were collected. Conversation analysis was used to examine these interactions. Results: Examples are explored where repair of troubles and construction of topic are highly led by the TA. As such, these interactions cannot be seen to constitute scaffolding. Conclusions: Teaching assistants require training in scaffolding as an instructional strategy, and educational psychologists (EPs) could play a vital role in this respect.