This paper investigates the perceptions and implications of quietness among students in the UK classroom, challenging the prevalent notion that vocal participation equates to engagement and success. Despite concerns from educators and parents about quiet students' engagement, this research explores how silence and quietness function as integral components of classroom dynamics. Through interviews with Year 11 students, the paper examines students' views on their quietness and its role in learning. The literature review reveals diverse conceptualisations of quietness, ranging from an absence of speech to positive social disengagement, attentive listening and creativity. Theoretical frameworks such as Figured Worlds and Flow Theory are employed to understand how students' identities and learning experiences are shaped by their quietness. The findings conclude that the negative perceptions of quiet students arise from a misunderstanding of quietness, advocating for a progressive view that recognises the benefits of 'quiet ways' in teaching and learning. Further research with educators is proposed to explore their perceptions of student quietness and its impact on educational practices. This study contributes to a nuanced understanding of classroom participation, challenging traditional expectations of vocal engagement.