The aim of this study was to scrutinize the assessment of teacher knowledge in a school-based course at one Swedish pre-service teacher education program. In a general education school-based course, teacher educators visited the student teachers at their school placements and met them and their school mentors in student-teaching conferences to assess their teacher knowledge. The findings primarily show that the assessment procedures are influenced by teacher educators' organization of the school visits and conferences. Secondly, the organization of the school visits and conferences influences who the potential and actual assessors at the conferences can be and are. Thirdly, the assessed student teacher knowledge at the conferences is described as procedural knowledge in a knowledge-"in"-practice perspective, almost exclusively in the area of relational, emotional, and caring learning objectives and aspects of teaching activities. Fourthly, the findings show that propositional knowledge in a knowledge-"for"-practice perspective is hardly mentioned or assessed. (Contains 1 table and 7 footnotes.)