This article reports a qualitative study of teachers' operationalisation of mathematical literacy. A model representing the multifaceted nature of mathematical literacy is used to analyse video recordings of mathematics teaching in three grade 9 classes. Analysis indicates that teachers' operationalisation of mathematical literacy appears to be fragmented and that teaching is focused on developing procedural fluency. Mathematical literacy was introduced in the Norwegian curriculum in 2006 and is considered a basic skill which should be developed across subjects. However, it appears that teachers still struggle to implement teaching to develop this competence.