Student participation in university classrooms plays a pivotal role in student learning and success in higher education. We conducted a qualitative study to comprehend how students navigate complex classroom environments. Our aim is to understand how students perceive class participation and interactions with teachers and how they interpret teaching practices vis-à-vis their participation. Data from 23 undergraduate students at one university in Mozambique were collected and analysed. The findings indicate nuanced views and experiences regarding student participation and interactions with faculty. Deterrents to classroom participation and interactions were identified. Contextual and cultural factors were paramount in revealing the types and qualities of interactions and classroom participation reported in this study. Furthermore, innovative teaching practices and faculty’s caring attitude and behaviour were linked to more active participation and positive feelings about learning.