Researchers have demonstrated that differences exist in the planning and interactive decision making tendencies of expert and novice teachers. This study investigated whether such differences exist between more experienced preservice teachers (n=6) and less experienced preservice teachers (n=6). Each teacher planned, taught, and reviewed two 30-minute lacrosse lessons in physical education. Data were obtained from the audiotapes of the planning and review sessions. While planning, the more experienced preservice teachers made a greater number of information requests and content decisions than the less experienced preservice teachers, but not process decisions. During instruction, the more experienced teachers made lesson adjustments when things were perceived as not going well. In contrast, the less experienced teachers continued to teach without making adjustments when things were perceived as not going well. These differences suggest that the more experienced preservice teachers have better developed knowledge structures with which to make sense of the teaching environment. (Author)