The author inquires into the question how much and wich knowledge about instruction ist to be excepted with students graduating from teacher training. In a study subsidized bey the German Research Association (DFG), written surveys and interviews were carried out, the aim of which was to reveal conzepts of instruction among beginners and among graduates in teacher training. Against the background of the debate on theory and practice in teacher education, it is of great interest to discern differences between graduates from a course of studies with a high degree of integrated practice. These comparisons reveal considerable differences wich seem to suggest that knowledge an ability are not necessarily based on comletely separate forms of knowledge