The purpose of the study was to better understand what influences preservice instrumental music teachers' acquisition of pedagogical content knowledge (PCK). Research questions were as follows: (a) Are there identifiable applications of PCK in the preservice teachers' interactions with students? (b) To what source—apprenticeship of observation, methods classes, cooperating teachers, or intuition—do preservice teachers attribute these applications of PCK? Video recordings of preservice teachers conducting a rehearsal were collected and analyzed for events that demonstrated PCK. Exemplary excerpts were selected and reviewed with each participant. Interviews revealed a substantial amount of identifiable PCK. Apprenticeship of observation, methods courses, and cooperating teacher were each cited by 2 participants as their primary source of PCK. One participant cited intuition and methods courses equally. Determining where preservice teachers go to access PCK is the first step in redesigning college methods courses to better account for previously learned PCK.