It is imperative for preservice teachers to know to some extent the content knowledge of the mathematics they will be teaching and how to teach the same at the exit point from teacher education. The purpose of this study was to investigate preservice teachers’ pedagogical content knowledge skills during the teaching trigonometric graphs in real classroom situations. The Knowledge Quartet theoretical framework was used to structure the study and also analyse data, whereby each dimension of the theoretical framework was used to classify preservice teachers’ pedagogical content knowledge skills. The Knowledge Quartet dimensions were used to categorise and classify the perceived components of pedagogical content knowledge for each participant. This study was a case of three final-year mathematics preservice teachers who each volunteered to plan and teach a lesson on explaining trigonometric graphs. The results revealed that preservice teachers displayed adequate foundation knowledge of teaching trigonometric graphs, but did not properly handle unexpected events in the class, like questions posed by learners. The contingency dimension for the preservice teachers in this study was limited. Teacher education becoming the pinnacle for higher education and with the increasing costs for teaching practice assessment, there is a possibility that future PTs will have less of what is expected to be effective teachers.

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