The concept of scaffolding in the learning process refers to teacher assistance to all students in the class when they are unable to solve math problems correctly, which is identified by errors in solving the issues. The assistance in question is temporary. The diversity of students' academic abilities in the class influences the teacher's considerations in providing scaffolding in mathematics learning. This qualitative study aims to describe decision making and factors that influence teachers to carry out delay scaffolding. This research uses a case study approach, namely presenting an investigation into the stages decision making and factors that influence teachers to implement delayed scaffolding in mathematics learning. The subjects of the study consisted of two experienced teachers teaching 8th grade students from two schools in Central Lombok, Indonesia. The results of the study showed that there were 5 stages of teacher delayed scaffolding decision-making, including: the situation recognition stage, the idea generation stage, the idea clarification stage, the idea fairness assessment stage, and the decision completion stage. The factors that influence teacher behavior in carrying out several activities in each stage are the teacher's beliefs and the teacher's teaching experience.