This report details a case study focused on different manifestations of teachers' orientations towards students' writing in high school mathematics. I make use of teacher interviews to unpack teachers' described orientations towards writing in mathematics, as well as their interpretations of interactions observed during recorded observations. These observations also illustrate the types of writing embedded in tasks enacted by these teachers and the nature of their interactions with students' writing during such tasks. Findings indicate participants' distinct understandings of "writing in math," show their flexibility in employing both teacher- and student-oriented interactions with student writing and suggest their desire to pursue more student-oriented interactions. Avenues for future research related to such findings are discussed. [For the complete proceedings, see ED657822.]