Abstract: Pedagogical content knowledge (PCK) has become a widely accepted academic construct. This study investigates the PCK of five EFL (English as a Foreign Language) public speaking teachers. Case study is used as the research method, and the data collection involves class observation, interviews, and documents. A PCK framework grounded in the data is developed for EFL public speaking teachers, which is composed of five core knowledge categories, namely, knowledge of curriculum, language, instruction, students and assessment. There are sets of discrete knowledge within each core knowledge category, which embodies the topic specificity of situated PCK.