The current paper attempts to shed light on student teachers' ability to transform phonological knowledge into a pronunciation activity for primary pupils. The ad hoc study reported herein was inspired by the different extent of pre-service teachers' knowledge in the initial phase of teacher training-on the one hand, detailed knowledge of the subject matter, i.e., English phonetics and phonology, and on the other, very basic knowledge of pronunciation instruction. The study draws on data derived from multiple sources over a period of six years: peer teaching observations and reflections, lesson plans, and feedback provided by the teacher trainer. Despite the limited scope of pedagogical knowledge, the micro-teachings demonstrated elements of pedagogical content knowledge, especially in the lead-ins of pronunciation activities.