Preserving intersubjectivity is decisive for attaining coordinated social action. Albeit conversational repair is a licensed intersubjectivity protection and routinely employed to handle manifest sources of problems in social interaction, it is less obvious how people handle more ambiguous trouble. This inquiry employs conversation analysis to explore preschool classroom interaction, centering on practices employed to reognize and handle such trouble. Repair is found to be a recurring frontline practice for handling ambiguous trouble, provoking space for further information that might allow discerning a particular trouble source. Where further information is nearing, a set of strategies are afterwards used to handle the trouble. Where this is not possible or does not triumph, a secondary choice is to advance a wider activity-in-progress. This enables another chance to distinguish and handle the trouble. Given that misreadings can imperil interactants’ capacity to reciprocally achieve courses of action, these practices protect intersubjectivity against the danger of ambiguous trouble.