Literature portrays advanced mathematics lecturing as a uniform teaching style, often criticized for offering minimal opportunities for student participation. In this paper we present results from a comparative case study of two instructors' facilitation of student participation in Real Analysis lectures. Analyzing fieldnotes from several observed lectures of each instructor, we found that the two instructors' facilitation of student participation during lectures consistently differed in (1) the participation structures were used, (2) the types of questions asked, and (3) how instruction responded to students' contributions. Our findings show that lecturing in advanced mathematics is not a uniform style and that active student participation in lectures is possible. We interpret the potential impact of observed differences on students' learning and experiences in terms of the Teaching for Robust Understanding (TRU) framework (Schoenfeld, 2018). [For the complete proceedings, see ED630060.]