The quality of students' learning experience depends on the learning activities that their teachers plan prior to classroom delivery. This article characterises the lesson planning practices of a group of 27 mathematics teachers. The questionnaire and the associated information coding and analysis procedures designed for that purpose may be applicable to lesson planning characterisation involving larger groups of teachers and of other disciplines. Some of the study group's needs and difficulties are established. One of the observations discussed is that planning procedures and criteria tend to be generic rather than specific to the lesson at issue. Another is that these teachers' vision of planning does not necessarily ensure a coordinated approach to all curricular dimensions.