<p>During lesson implementation teachers employ teaching tactics to facilitate student modelling. Teaching tactics refer to the specific in-the-moment pedagogical purpose of teachers’ actions rather than how they are undertaken. Research at upper secondary level is required to determine how teaching tactics underpin the enactment management tactics of student groups learning to model independently in regular classes. The research questions addressed in this study are: (1) <i>What evidence is there for specific teaching tactics being used by upper secondary mathematics teachers as they implement mathematical modelling tasks with Year 11 students working in small groups in their regular classes?</i> (2) <i>Based on student response to use of specific teaching tactics, what was the uptake of support and consequences for their modelling?</i> We analysed data, purposively selected from 11 modelling implementations by 5 Year 11 teachers. Nine teaching tactics, previously identified in a Year 10 modelling classroom, were applied by the teachers. Two of three tactics associated with developing students’ anticipatory capabilities were used sparingly, but all teachers promoted foreshadowing and feeding back. Analysis of student responses and uptake of support showed most tactics were applied but not all readily taken up by groups to manage their modelling.</p>