This paper aims to demonstrate how listening to and discussing the stories inservice science supervisors tell about a novice science teacher provides an opportunity for student science teachers to construct practical knowledge about teaching. Three levels of practical knowledge of teaching are recognized: (1) rules of practice; (2) practical principles; and (3) images. During individual audiotaped interviews, inservice science supervisors were asked to "Tell me a story about a novice science teacher you've supervised." Thirty-two student teachers listened to the stories, discussed them, and then individually wrote what they came to know from the exercise. A list was made of all the student teachers' comments that embodied a rule, principle, or image. The various pieces of practical knowledge that the student teachers constructed cohered around four themes: the complex nature of teaching; planning and implementing lessons; professional improvement and growth; and the character, personality, and style of a teacher. Contains 20 references. (DDR)