This qualitative, phenomenological study examines how second-stage teacher/mentors view, interpret, and construct pedagogical content knowledge and then utilize their constructions within a student work sample analysis experience in a mentoring relationship. Three theories undergird this study: Black and Ammon's (1992) teacher development scale, Shulmans' (1986) theory of pedagogical content knowledge, and Vygotsky's (1978) social constructivism theory. Four second-stage teacher mentors from a suburban unit school district of approximately 10,000 students, PreK through grade 12, were criterion selected. All selected participants taught an academic content area at the middle or high school level and had been trained to facilitate a student work sample analysis. Data revealed that all four teacher/mentors utilized personal life events as a lens to view, interpret, and construct their understanding of PCK. Three participants relied on an emotional occurrence in their lives prior to entering the classroom as a springboard for understanding PCK. Additionally, PCK based on pre-conceived notions became the default method for teacher/mentors to lead the student work sample analyses with the beginning teachers. Finally, teacher/mentors reported that these same PCK constructions then promoted their own PCK growth. This study indicates that a mentor program that better supports the mentor in developing an alternative PCK construct based on educational analysis is needed if the teacher/mentor is to have a more constructive and targeted effect during the mentoring relationship. This study also unveils a lack of participant awareness--and inclusion--of student misconceptions within student work sample discussions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]