Nationally and internationally, teachers are being held increasingly accountable for student achievement, particularly in light of high stakes literacy and numeracy tests. Policies have been implemented that are designed to improve educational outcomes through raising student literacy levels across all school years in all subject areas. This has resulted in all teachers being seen as teachers of literacy. Research around the teaching of literacy in mathematics supports the view that focusing on the language of mathematics will assist students to move from the concrete to the more abstract understandings required in the older year levels (Schleppergrell, 2007). However, this can be challenging for teachers who might be subject, but not language, specialists. In this paper, we report on a case study that investigated literacy teaching practices in a Year 7 mathematics classroom and specifically, the practices around teaching mathematical report-writing and the conditions that might have enabled or constrained them. Findings suggest that while teaching the general writing required in mathematics might be part of teaching practice, if practices are to change, school leaders need to provide both time and money to enable teachers to develop their knowledge of specific disciplinary writing practices.