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In this paper, we examine how differences in the academic and professional backgrounds of engineering teachers shape their personal relationship to the use of mathematics in engineering practices, and whether these differences affect some of their practices. The analyses herein are based on an institutional perspective and employ Chevallard's anthropological theory of the didactic (ATD). We interviewed two teachers in an engineering programme to identify specific elements of their practice that could be attributable to the mobilisation of knowledge and skills derived from their distinct academic backgrounds and experience. The results indicate that the teachers mobilise different tasks, techniques, and technologies in many of their practices, and that they take different approaches to using mathematics and applying rigour. [ABSTRACT FROM AUTHOR]