Teacher learning is crucial to the teaching profession, because it has been connected to improvedteaching practices and student learning. Initial teacher education is an important phase in thelearning to teach continuum and experiences from teacher education can have a significantimpact, although individual and contextual factors interact in complex way in teacher learning(Johnston, 1992; Rovegno, 1993). Teacher cognition and teaching practice exists in aninterdependent relationship and practical knowledge (PK) has been used as a term in describinghow teachers integrate knowledge from different sources into conceptual frameworks that guidetheir actions in practice (Siedentop & Tannehill, 2000; Verloop, Van Driel, & Meijer, 2001).Therefore, understanding pre-service teachers' PK can help to bridge the gap between theory atuniversity and the practice of teaching. The study was framed with an explorative approachwhere beginning pre-service teachers in physical education (PE) participated in learningactivities and the intension was to investigate the construction of PK in physical educationpreservice teachers. The pre-service teachers were in the beginning of their studies so datacollection was integrated into their first methods course in physical education teacher education(PETE). Data collection included written journals (portfolios) in which 28 pre-service teachersdescribed and developed individual didactical milestones` (PK) that will guide their futureteaching in PE. The written journals was also a first step to for them to reflect on their learning.This paper is part of a larger project with an intent to investigate what and how PK is constructedduring initial PETE and will present results after the first semester. By exploring andunderstanding pre-service teachers' learning of practical knowledge, we believe that we create astrong foundation for pre-service teachers to develop, understand, articulate and utilize PK in alife-long PE teaching perspective.