Goldin et al. (2011) suggest nine 'engagement structures' for describing complex, 'in-the-moment' affective and social interactions as well as student beliefs. The study we report here examines the conjecture whether the 'engagement structures' construct can be appropriately adapted to allow such descriptions for secondary mathematics teachers. If this can be the case then linking teacher and student engagement structures could support detailed examination of classroom interactions. The aim of this paper is to consider one such adaptation and demonstrate some of its parts through the case of one teacher. We draw on this case study to indicate that such an approach has value, in particular in the ways in which it reveals relationships between engagement structures and norms in classroom interactions. [For the complete proceedings, see ED597799.]