Teachers' general pedagogical knowledge (GPK) has been emphasized as an important factor in pupils' learning, although a gap appears when describing this concept in the context of school practices. The aim of this study is to identify how teachers define and use GPK in their everyday teaching. Data were collected using video stimulated recall interviews with seven experienced teachers of science, mother tongue, and mathematics. The results show that teachers define GPK as knowledge of teaching, classroom management, and child development despite the subject. The findings reveal a variety of dimensions that are used in practice. Also, we identified areas of overlapping between the dimensions which concern teachers' intention and activity. These findings are relevant for further research on GPK as well as for teacher education.