Teacher knowledge is a key to effective teaching. Understanding teacher knowledge can help educators understand teacher practices. It was the purpose of this study to examine teachers' knowledge about the use of direct, peer, and inquiry teaching models. Thirty-two teachers, representing both elementary and secondary levels, were interviewed. Data were analyzed via constant comparison and analytic induction methods. All teachers had some knowledge about the models and that knowledge was gained through a variety of sources. Key to that knowledge gain, however, was experience with the model. The decision to use a model depended on a variety of factors including control, time, and knowledge. Direct instruction was self-reported as the dominant model used at both elementary and secondary levels.