The work in the Comenius Network project Developing Quality in Mathematics Education II (DQME II) has a main focus on development and evaluation of modelling tasks. One reason is the gap between what mathematical modelling is and what is taught in mathematical classrooms. This article deals with one modelling task and focuses on how two teachers handle this task in their classrooms. Initially, the notion of a teacher being the manager of the learning process is elaborated. Using criteria developed from taking this perspective, we analyse classroom sequences to determine the nature of "teaching like a manager" and the actions that are classroom evidence for working in this way. Conclusions include recommendations for how to realise "acting like a manager" in mathematics classrooms. (Contains 2 figures.)