This study investigates tacit cultural practices in Finland and Sweden by studying the lesson structure and questioning strategies teachers use in mathematics lessons. The data consists of four teacher cases of both region, each based on three video-recorded mathematics lessons and a complementary interview with each teacher. The teachers in both countries use an originated Finnish curriculum program which have a potential to influence the lesson realization. The initial analysis reveals that although teachers in both countries were using Finnish programs, the Swedish lessons display versions of individualized learning pedagogy while the Finnish lessons display a form of differentiated teaching pedagogy. The results add to knowledge from two different educational contexts about tacit cultural practices that may otherwise be unnoticed