The purpose of this chapter is to advance the concept of pedagogical content knowledge in a manner that would better align it with the integrative type of knowledge needed by teachers at all three stages (preservice teachers, induction teachers, and cooperating teachers), allowing them to use model-based instruction (MBI) most effectively in physical education school programs once they have adopted that approach. This improved alignment would allow teachers to learn pedagogical content knowledge within a dynamic process that requires their attention to several key factors simultaneously, rather than as a set of deconstructed pieces of knowledge (e.g., management, content, pupil characteristics). Cochran et al. (1993) offer seven "working hypotheses" for the application of pedagogical content knowing to teacher education. These authors redefine those hypotheses as "postulates" that reflect necessary conditions for the development of pedagogical content knowing for MBI, and include all three stages of teaching (preservice, induction, veteran).