The purpose of this study was to identify and characterize the pedagogical content knowledge (PCK) held by secondary mathematics preservice teachers. Task-based interviews were conducted to determine whether evidence of PCK exists in preservice teachers and, if so, what form that evidence took. Participants included preservice teachers near the end of their coursework and mathematics majors, whose experience ranged from having completed the calculus sequence to their first year in graduate school. Some experienced teachers were also included, allowing a comparison of their knowledge with the other groups. In this study I seek to gain a better understanding of the characteristics of pedagogical content knowledge exhibited by a group of pre-service secondary mathematics teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]