Objective: This study explores how pre-service teachers’knowledge changed in the field of movement education and the characteristics of the instruction they perceived during a 15-week course. Methods: The drawing of concept maps and interviews were used to discuss how pre-service teachers’knowledge changed and the characteristics of the course. Results: The results showed that the pre-service teachers interrelated concepts in a more systematic way, and the concepts they used were increased while master concepts were decreased, indicating that their knowledge changed in a far more hierarchical order after the class. Characteristics of the course that led to a change in their knowledge appeared under the proper guidance of a professor. This was well demonstrated by feedback and evaluation at the stage of planning instruction and simulation teaching. Conclusion/Implications: The study demonstrated that the proper guidance of a professor was a useful tool for fostering the professional development of pre-service teachers in regard to constructing knowledge in movement education.