Using the methodological framework of conversation analysis this paper examines gestures used by L2 teachers in classrooms. An investigation of video-taped L2 teacher verbal and nonverbal behavior in elementary and intermediate levels suggests that L2 teachers frequently perform specific gestures during meaning-focused and form-focused practices which may make input more comprehensible for the L2 learners. Furthermore, the study demonstrates that teachers may utilize specific gestures to initiate repair upon a student's utterance to provide gestural cues about the correct or acceptable utterance. This study makes a contribution to the role and function of teachers' nonverbal behavior in the L2 classroom and second language acquisition.