This qualitative study employed discourse analysis. It aimed to identify and analyze the different politeness strategies employed by the teachers and students in classroom interaction when using first and second languages, unravel how they were used, and shared insights generated from the participants. Through a discourse analysis, the researcher unearthed the various politeness strategies of Brown and Levinson namely, positive politeness, negative politeness, bald-on record strategy, and off-record strategy. In terms of positive politeness strategy, it involved the use of in-group identity marker, gave gifts to the hearer, intensified interest to the hearer, noticed, attended to the hearer, included both speaker and hearer in the activity, injected joke, presupposed or raised or asserted common ground, and asserted or presupposed speaker’s knowledge of and concerns for hearer’s wants, sought agreement, and avoided disagreement. In terms of negative politeness strategy, it involved the employment of be indirect, apologized to the other person, gave deference, minimized imposition to the other person. In terms of bald-on record strategy, it involved cases to non-minimization of the face threat which included did not care to maintain hearer’s face, no face redress in great urgency, metaphorical urgency for emphasis, and sympathetic advice or warnings. In terms of off-record strategy, it involved the employment of understate, used of rhetorical questions, and over-generalized statements.