In this paper, which draws on a dissertation in process, one of the issues central to the role of content knowledge for teaching, "pedagogical content knowledge," is examined. This body of knowledge is an amalgam of pedagogy and content and makes teachers different from scholars in a field. General pedagogical knowledge is the teacher's knowledge of and skill in the use of teaching methods and other pedagogical strategies that are not subject specific. Teachers have knowledge of learners that includes student characteristics, theories of learning, and motivation. Knowledge of contexts is an important source for teachers to draw on, as well as knowledge of pedagogical aims, goals, and purposes. Teachers also use curricular knowledge, which includes knowledge of curricular materials, to teach particular topics and ideas. Two experienced secondary teachers of English were observed over a 3-month period and their classroom interactions were tape recorded and transcribed verbatum. This report provides vignettes of their teaching methods and behaviors, demonstrating how their orientation to their discipline became the foundation for the restructuring of their content knowledge for pedagogical purposes. (JD)