This chapter investigates why output, alongside input, is considered essential for the language learning process and what sort of output is most likely to lead to successful language acquisition. It draws on research in second language acquisition to define output, and uses an example from a classroom to demonstrate how engaging in output may have afforded learning opportunities for the student. It discusses the notion of ‘pushed output’ and suggest ways that learners may be encouraged to ‘push’ their output, including classroom examples. The different advantages, for the language learner, of opportunities for written (as opposed to spoken) output are discussed and examples from the classroom are included along with teacher comments. Referring to the idea of the importance of ‘challenge’ accompanied by ‘support’, teachers describe how they support students to deal with the challenge of producing language output. An example of an extended dialogue between a teacher and student is used to show how output may be viewed through the lens of sociocultural theory. This dialogue is used to discuss how learning may have been promoted as the teacher ‘pushed’ but also ‘scaffolded’ the learner to communicate effectively.