The teaching of multi-digit division often involves a procedural focus on the traditional digit-based long division algorithm. This paper charts three students’ pathways through a unit on long division in which students’ mathematical modelling of problems was foregrounded, and multiple solutions were elicited. Students were supported to share and discuss solutions and to trial the methods of their peers. Analysis shows that a wide variety of division strategies were successfully used by students, and that preferred strategies differed. Implications for teaching and further research are addressed.