This study analyses how teenaged instructors paired with older learners make use of scaffolding. Video data were categorised according to 15 types of direct scaffolding tactics, indirect scaffolding, and unused scaffolding opportunities. The results show that a teenager who is unprepared for the role of an instructor of Internet skills for older person uses scaffolding tactics, but does so inconsistently, and the gradual appearance of fading of non-scaffolding tactics is relatively modest. Some possible reasons why scaffolding is not used, as well as the implications of spontaneous scaffolding are discussed.