Purpose: This exploratory study investigates the extent to which lesson study (LS) in initial teacher education (ITE) teams address subject-pedagogical aspects during their conversations and what subject-pedagogical aspects are addressed. Design/methodology/approach: The two-case design of the study--one LS team in ITE comprised of an ST and experienced teachers and one comprised of an ST and novice teachers--is aimed to discover similarities and variations in their focus of attention. Findings: The conversations of both LS teams were to a large degree about subject-pedagogical aspects. Both teams paid relatively less attention to discussing the themes "subject matter" and "learning objectives" and more to "pupils" learning and "teacher activities." Concerning the theme of "pupils" learning, the LS team with experienced teachers focused more than the novice LS team on discussing the aspects "pupils" initial situation and "expected learning behavior." The novice LS team focused more than the experienced team on discussing their observations of individual pupils' thinking. Originality/value: The results indicate that LS in ITE with a mix of ST and experienced teachers can facilitate exchange on subject-pedagogical aspects of the research lesson. This may help develop and deepen the subject-pedagogical knowledge, views and routines of STs. The differences found between the two LS teams provide starting points for differentiation in the support of LS teams in ITE. Follow-up research could focus on the questions of whether and how LS teams in ITE bring more coherence to their attention for subject-pedagogical aspects of the lesson.