The study investigated variant and invariant physics teaching patterns across time and topics. It is assumed that the analysis perspective is decisive for identifying variant and invariant teaching patterns. Therefore, we focused on three perspectives: (1) organization of activities, (2) quality of teacher--student interactions, and (3) students' perception of learning conditions. The design included three lessons of two topics (13 classes [times] 2 topics [times] 3 lessons) that were videotaped in each class. The findings indicate variants in teaching for the organization of activities. Invariants were identified for teacher--student interactions and the students' perception of learning conditions.