the present study set out (a) to examine the categories of pedagogical knowledge related to the act of teaching of novice and experienced teachers as gleaned from their verbal report of what they were thinking about while teaching and (b) to compare the categories of pedagogical knowledge of novice and experienced teachers. the aim of comparing these two groups of teachers was to see whether differences between them could be attributed to differences in their number of years of teaching experience. stimulated recall methodology was used to collect the data. the results of the study indicated that novice and experienced teachers were to the large extent similar to each other in term of major pk categories, however, there were differences both in the number and particularly the order of the thoughts experienced and novice teachers produced. experienced teachers produced an average of 1.7 pedagogical thought per minute, while their novice teacher counterparts produced 1.31 thoughts. the two categories; aid comprehension (ptus dealing with ways to help students’ memory and comprehension) and problem (ptus dealing with the difficulties or problems the teachers had or anticipated they would have with the lesson and the students) have been shown to be a significant area of difference, both at the category level and at the level of detailed ptus.