The purpose of this study was to describe salient aspects of pedagogical content knowledge that preservice physical education teachers acquired and found problematic while learning a specific skill theme approach (Graham, Holt/Hale, & Parker, 1993) to teaching elementary physical education during their field-based methods course. The participants were four preservice teachers who were taking the field-based elementary methods course at a major university. Data were collected by conducting 15 weeks of observations while taking field notes, informal and formal interview with transcripts, and document collection. The findings indicated that the preservice teachers came to value the objectives of this specific skill theme approach, understood relationships among movement concepts and children's skill levels, and attempted to present movement variety and refining tasks simultaneously. However, the preservice teachers had problems associated with responding to students' inappropriate and limited movement responses.