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This paper reports a qualitative study of how small group problem solving was enacted differently across sections of a multi-section undergraduate introduction to proof course. Common course materials, common guidelines for instruction, and weekly instructor meetings led by a faculty course coordinator supported similar instruction across sections, including an emphasis on in-class group work. But within that shared structure, classroom observations revealed important differences in how group work was introduced, organized, and managed. Our results focus on differences in the time allotted to group work, the rationale for group work, the selection and organization of groups, and aspects of student activity and participation. We suggest that these differences shaped different opportunities to learn proof writing in small groups. These results have implications for the design and teaching of collegiate mathematics courses where group work is a regular element of classroom work.