The objectives of this study were to explore conversational repair strategies employed by instructors and trainees in Teachers' Education Colleges using the conversation analysis perspectives. Three colleges were used as research sites. An instructor and a class of students from each of the three colleges participated in the study. Observation, audio and video recordings were used to gather data; the data were qualitative. Individual class activities and instructor-led interactions were recorded. The filming lasted 13 hours, transcribed, and analyzed inductively. While doing individual activities, trainees used self initiation self-repair strategies due to communication issues in class. Repairs were most often initiated using quasi-lexical, non-lexical initiators and lexical initiators. The trainees employed a variety of strategies to restructure parts of their remarks that they perceived as incorrect. The strategies included error repair, same information repair, appropriateness repair, message replacement repair, different information repair, and back-to-error repair. Self-repairing success rates imply the importance of allowing trainees time to modify their utterances. In the event that repair attempts are unsuccessful, instructors have recognized trainees' weak areas and provided further support. The researcher recorded instructor-led interactions in a classroom since classroom dynamics are usually controlled by the instructors’ language. The detailed analysis of data revealed that interlocutors used other-initiation self-repair and self initiation self-repair trajectories. The former pattern emerged as the most dominant. In this pattern, the instructors-initiated repair, and the trainees repaired accordingly. In their interaction with the instructor, trainees-initiated repair occurred only for two cases: directly, by asking a question; and indirectly, by word searching. As evident from the extracts, instructors corrected their utterances to make them more understandable to their trainees. Conversely, the trainees engaged in self-repair because of their difficulties while speaking. In terms of using repair practices, the participant instructors varied. They used repair-initiation strategies such as (a) unspecified initiators; (b) interrogatives; (c) partial repeats; (d) partial repeats plus questions; (e) understanding checks; (f) clarification requests; (g) non-verbal cues, and (h) code-switching. The instructors used them for a variety of purposes. Key Words: Self-Initiation Self-Repair, Self-Initiation Othe-Repair, Other-Initiation Self-Repair, Other-Initiation Other-Repair