This study explored peer support among grade 5 learners of English as a foreign language (N = 24) interacting during regular lessons. Grounded in sociocultural theory and applying mixed‐method research methodology, this study explored to what extent and how young learners support one another during classroom tasks targeting lexical phrases. Moreover, it investigated to what extent such support accounts for learning opportunities. Students relied mainly on linguistic support through suggesting or using resources while social–emotional support such as offering support, giving positive feedback, or inviting partners’ participation was limited. The analysis also revealed instances of lack of support in the form of reprimanding, impatience, expressing a lack of awareness of the partner's contribution, or disrespecting peer's linguistic resources which, however, differed widely across pairs.