This qualitative study highlighted the Pedagogical Content Knowledge (PCK) of three pre-service teachers of English whose identities were hidden in the fictitious names Catherine, Cecilia and Therese. The case study method of multiple cases was utilized in this research conducted in a reputable teacher training institution and Center of Excellence for teacher education in the Philippines. This study, which leaned on constructionism and symbolic interactionism as its epistemological and theoretical perspectives, respectively investigated the pedagogical content knowledge demonstrated by the pre-service teachers of English in their senior year, during their student teaching in a premier public secondary school in the country. I selected the research participants through purposive sampling method Data sources included the video transcript of the classes conducted by the pre-service teachers, video transcripts of the in-depth interviews, researcher's field notes, participants' lesson plans and post lesson plan reflections and critic teachers' narratives. These multiple sources of data were used to triangulate the results. I employed thematic and cross-case analyses to analyze the data, and the results were verified through experts' and participants validation. Findings showed that the three pre-service teachers of English did manifest pedagogical content knowledge, however limited. The teaching areas where they demonstrated pedagogical content knowledge were mastery of the subject matter, explicit elaboration and artful elicitation, efficient classroom management and utilizing classroom assessment and engaging activities. The areas where lacked pedagogical content knowledge were lack of oral English proficiency , lack of mastery of the subject matter, and deficiencies in the classroom assessment practices. Furthermore, the pre-service teachers' motives and explanations why they conducted their teaching in particular ways were also revealed. The following themes emerged as the common practices and teaching areas in which they expressed some similarities,differences, and peculiarities in their motives and explanations: on code switching, on the difficulties encountered in teaching grammar, on using lecture-discussion method, on using efficient management strategies, on the use of visual aids, on having rapport with students, on their preference for teaching literature, and on having varied assessment practices. The findings of this qualitative inquiry posed certain implications to the curriculum such as the addition of a separate course on pedagogical content knowledge and the infusion of PCK in the different pedagogy and major courses in the teacher education program.