Teaching is an interactive process. The verbal participation of students in classroom interactions can be interpreted not only as an indicator of their use of learning opportunities, but also as a potential learning opportunity for other students involved in the interaction process. This article introduces a network-based view of co-constructive interaction processes that describes and analyzes opportunity-use processes in the classroom. The network-based approach enables us to visualize interaction processes while also offering a starting point for the quantitative analysis of video-based data. The present study is based on data gathered from a videotaped student-centered group work session (five groups of four students each) in a third grade German class. To analyze the dynamic interaction processes, the direct contributions (who spoke to whom) of the students and the teacher were coded over time with regard to their type (task-related process-oriented, task-related result-oriented, or non-task-related) by four trained coders. The analyses confirm that network analysis is a valuable methodological approach for examining who engages (and to what extent) in the learning task and who receives verbal learning opportunities. In addition, it allows for an investigation of who is co-constructively involved in the solution process and how the interaction process develops over time. The results are critically discussed with regard to their added value and possible follow-up studies.