This inquiry explores interactional sequences in which students make allegations about theme-pertinent issues in classroom interactions. Employing a Conversation Analytical approach, it is displayed how the students’ knowledge claims entail discussions of sequential and epistemic rights to make such assertions. Via these negotiations, the students improve their epistemic stance by iterating or endorsing their claims with reports and offering evidence of them. The teachers’ admission or rebuff of the students’ initiatives shows an orientation to the sequential and topical pertinence of the information supplied by the students. This study adds to a better grasp of student initiatives in the classroom, a theme that until now has obtained rare attention. Additionally, it confers knowledge about the negotiation of epistemic authority in relation to allegations and their replies, which may have more common implications for the research of talk-in-interaction.