This paper reports on an analysis of the teaching practices of 50 learning support teachers for mathematics based on tutor observation reports of 100 lessons. The practices are compared to those recommended in the literature. Overall, the quality of instruction observed was very good with some exemplary practice observed. At the heart of this was the ability to individualise instruction and utilise an eclectic range of empirically validated teaching and learning strategies to promote learning. However, there was also evidence of shortcomings such as inadequate planning, failure to differentiate, non-use and inappropriate use of concrete materials, non-use and poor use of mathematical software and not realising the potential of small groups working collaboratively on shared tasks and learning from each other.