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Pedagogical Content Knowledge (PCK) is the blending of content knowledge and pedagogical knowledge for the purpose of teaching in ways that are comprehensible for learners. Albeit postulated by Shulman in 1986, PCK has never been operationally defined. This study was based on two primary assumptions: (a) PCK can be predicted by a set of operational variables, and (b) PCK develops on a continuum from immature to mature forms of PCK. The purpose of the current investigation was to: (a) test a proposed operational definition of PCK, and (b) to examine how the PCK of experienced teachers differ in the teaching of their stronger and weaker units of instruction. The study was a descriptive investigation based on the behavior analytic theoretical framework. The investigation was organized into three phases. Phases 1 and 2 included a focus group and individual interviews mainly to learn about effective teachers’ past histories relative to PCK and to discover variables related to PCK that could be observed during teaching. Phase 3 employed direct observation of two elementary physical education teachers delivering two instructional units that they identified as their stronger and weaker instructional units. Nine variables were observed and measured. The results demonstrated differences between the stronger and weaker unit of instruction for one of the teachers. The differences consistently illustrated more depth of CK and more mature PCK displayed in the strong unit of instruction. For the other teacher, the difference between the stronger and weaker units of instruction was variable. The overall CK and PCK levels of the second teacher were similar in both units. This study contributed to the literature in three ways. Conceptually, this study validated an operational and functional definition for PCK, and its development on a continuum from an immature to more mature forms. Methodologically, this study investigated PCK utilizing a behavioral methodology, which was different than previous investigation of PCK. Finally, proficient CK was vital for the acquisition of PCK, and thus should be a primary focus of Physical Education Teacher Education Programs (PETE). Other practical recommendations were made for PETE for improving the teaching and acquisition of PCK.