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ii There is an assumption that pedagogical content knowledge (PCK) is observable and measurable. Yet, in many studies referencing PCK, the construct of PCK remains both undefined operationally and poorly described. In physical education, although one study has measured teachers ’ PCK using teachers ’ weak and strong units of instruction (Ayvazo, 2007), there are no studies that directly examine the relationship among content knowledge (CK), PCK, and student learning. The purpose of this study was: (a) to examine the effects of a CK workshop on the improvement of teachers ’ PCK, and (b) to examine the effects of changes in teachers ’ PCK on student learning in a middle school soccer unit. A descriptive design was used to investigate teachers ’ teaching behaviors using a behavior analytic theoretical framework. Two middle school physical education teachers ’ soccer units were examined using direct observation in the comparison and the experimental groups. The following variables were measured: task maturity and appropriateness, verbal (e.g., instructions, descriptions, analogies and metaphors, cues