This investigation took part at a Mathematics Modelling course to pre-service teachers. The students were requested to formulate and solve applied problems, observed and monitored by a teacher through meetings. Interactions between students and teacher were video-ed as qualitative data. The results underline the notion of interaction spaces to denote the moment of encounter between the teacher and the students or the students by themselves to discuss the modelling task. The data illustrates different styles of interaction between the teacher and the students.
