This study aims to assess the PCK (pedagogical content knowledge) elements of pre-special teacher who want to specialize their professional skills as special teachers through their practical teachings at the visual impairment school. 5 special teacher, majoring in the secondary special education, participated in this study. Inductive analysis was conducted by applying narrative search method. As the class expertise of the participants was assessed through class planning - teaching - after class phase, PCK elements such as subject knowledge, understanding the characteristics of the disability, the required knowledge by the characteristics of the disability and structuralization of teaching from the class planning phase, management for teaching and learning and student management from the class phase, and appraisal and reflection from the after class phase were drawn, and the findings follows as below. Firstly, thorough knowledge on the class subject is needed. Secondly, expertise on the visual impairment is required. Thirdly, speciality on braille and gait training, demanded by corporal characteristics of the visual impairment, is necessary. Fourthly, it is essential for pre-special teacher to specialize on the structuralization of teaching activity. Fifthly, management for teaching and learning is essential. Sixthly, expertise on assessment is vital. Lastly, it appears that reflective consideration, which enables a good class to be developed after introspecting on the previous class, has been putting into practice.