This paper illustrates consideration of multiple facets of mathematics teacher knowledge through interviews, demonstrates how teachers have different knowledge profiles, and discusses the implications for professional development. This study focuses on interviews with eight teachers, which were analyzed using Ball, Thames, and Phelps' (2008) framework of teacher knowledge, assigning knowledge types to statements made during the interview. All teachers exhibited multifaceted knowledge, but different profiles emerged. The implication is that teacher profiles should be considered in designing professional development. In addition, this analysis supports the use of teacher interviews as a tool to consider professional development needs. [For the complete proceedings, see ED597799.]