During the professional socialization phase, i.e during PETE, pre-service teachers’ develop their knowledge and beliefs about teaching and learning in physical education. This development is person specific, and influenced by, among other things individuals experience and background, and the content treated during teacher education. One specific part of this knowledge, which is seen as central for teachers, is the practical knowledge. A form of knowledge which Elbaz (1983) described as the “the complex sets of understanding which teachers actively use to shape and direct their teaching”, and the term is used to describe how teachers integrate knowledge from different sources into conceptual frameworks that guide their actions in practice (Siedentop & Tannehill, 2000). The objective of this exploratory study was to analyze the development of pre-service teachers’ practical knowledge, in this study expressed as didactical milestones (DM), during the professional socialization phase. The study draws on 39 pre-service teachers’ written assignment during their first and third semester of physical education and health (PEH) method courses during PETE. The task of the assignment was to describe 10 individual DMs that will guide their future teaching in PEH. The analysis of the DMs was both qualitative with content analysis, and quantitative for comparisons of frequencies. The result shows that there is a significant difference in the distribution of DMs between the two occasions (p<.05). During the first semester, a large part of the students DMs was pedagogical and focused on instructional strategies (HOW). During the third semester, there was a more even distribution between the different categories of instructions (HOW), the teacher role (WHO) and the students (WHOM). Given the important role the development of teacher knowledge has in PETE, this result indicates that the method courses has an influence on pre-service teachers’ development of practical knowledge.