This paper reports an analysis of the pedagogical content knowledge (PCK) of two experienced teachers; it examines how this knowledge is used to inform classroom practice and how it might assist in the process of the development of the accomplished standard for Geography teaching. These detailed case studies of the teachers examine their beliefs and practices as they teach a unit on tropical cyclones to Year 9/10 students. The studies highlight differences in the teachers' content knowledge and their pedagogical understandings and contrast their approaches to investigating and assessing students' preconceptions. These case studies suggest that a willingness to allow students' expression of naive theories in class, and a teacher's confidence and awareness to use common preconceptions to shape teaching and learning may assist students' educational development and their deep understanding of key geographical concepts. Recommendations are presented that have implications for the setting of the accomplished standard for Geography teaching.