This study examines the types of in-the-moment teaching decisions 97 preservice teachers made while teaching reading and how their growing bodies of teacher knowledge influenced their abilities to think, know, feel and act like a teacher (Feiman-Nemser, 2008). Findings indicated that the teacher educator's use of "metacognitive decision-making" to promote a culture of identifying, drawing attention to, reflecting on and evaluating teaching decisions influenced the preservice teachers' abilities to think, know, feel and act like a teacher. These findings have implications for teacher education and for those who support novice teachers.