This paper extends existing research regarding content knowledge for teaching (CKT) and the role it plays in advancing student learning. Two teachers, with high and low measured CKT respectively, are observed on the same day teaching similar content. Many studies have recently been published linking student achievement to teacher's CKT and many US schools have begun including CKT measures in teacher hiring and retention decisions. Teaching observed for this study illustrates that content can be taught effectively by teachers across the spectrum of CKT levels, but observable and significant differences in teaching leads to important questions for in-service and pre-service teacher educators. [This document was originally published as Gilbert, M., & Gilbert, B. (2011). Examining the connection between teacher content knowledge and classroom practice. In B. Ubuz (Ed.), "Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education" (Vol. 2, pp. 417-424). Ankara, Turkey: PME.]