The purpose of this study was to describe and analyze the pedagogical content knowledge of four expert golf instructors. The study was guided by the construct of pedagogical content knowledge as conceived by Shulman, Grossman, and others. Qualitative research techniques were used to examine and interpret the instructors' conceptions of teaching, their pedagogical content knowledge, and the instructional strategies employed for teaching the most fundamental skill in golf: the full swing. Data collection techniques included repeated observations, video taping of their lessons, a stimulated recall exercise, audio-taped interviews, and document analysis. Case studies were developed to describe the pedagogical content knowledge of these experts (specific to teaching the full swing) while using Grossman's model of pedagogical content knowledge as an interpretive framework. Among other findings, this study revealed a diverse set of instructional strategies worthy of consideration for novice golf instructors, K-12 physical education teachers, physical education teacher educators, and others involved in the preparation of instructors in the sport of golf. Additional findings suggest a modification of Grossman's conceptual model that accounts for the instructors' overarching orientations toward their pedagogical practice. Findings also support a view of expertise in teaching a multidimensional construct. Implications and recommendations for the future study of expert teaching in other physical activity settings are discussed. Keyword(s): athletics/sports, professional preparation, research