Implementation of the Common Core Mathematical Standards and Practices (CCSS) has emphasized the importance of instruction that develops both procedural knowledge and conceptual understanding. Novice teachers have experienced the implementation of the CCSS during their PreK-12 experience, as well as within their teacher preparation program. It may be that the renewed emphasis on productive mathematical dispositions and conceptual understanding might be realized in the content and pedagogical knowledge of these novice teachers. This study intends to contribute to the research on teacher knowledge by focusing on the knowledge of fractions held by first generation Common Core Era novice teachers.