In this paper, we explore the development of practical knowledge of beginning teachers through their experiences of the first-year teaching. Four teachers, who had taken the teacher training course of our university, are research participants. We try to compose the cases representing practical knowledge of the teachers, based on analyzing narrative data which was collected by focus group interviewing with them. Examining those cases, our findings are summarized as follows: (ⅰ) Beginning teachers’ guidances to demand self-control from children can be in the background of a teacher-centered approach that they tend to adopt, (ⅱ) their dispositions to reflect on the practical judgment can lead to their deliberate practice, (ⅲ) their effort to create classroom routines can arise from their intention to manage difficult classroom situations, (ⅳ) their reality shock can be caused by differences of the situations where they develop their practical knowledge, that is through pre-service training or through in-service experience.