<p>Pedagogical content knowledge (PCK) is considered by researchers to be the cornerstone of teacher effectiveness. Its enactment during teaching is even more important given its direct impact on learning. This paper reports findings of a case study that explored two pre-service teachers’ (PSTs) PCK about electrostatics and its enactment in practice through teacher talk. Data reflecting the PSTs’ PCK was collected using content representation (CoRe) tools and lesson planning forms whereas teacher talk was explored using classroom observations. The PCK of the PSTs was studied using the components of the construct described in the grand PCK rubric: curricular saliency, learners’ understanding of concepts, and conceptual teaching strategies including representations. Teacher talk was analysed using the dimensions of communicative approaches: dialogic-authoritative and interactive-non-interactive by looking into the quality of the PSTs’ questions and responses to learners’ contributions. The findings revealed that while the PSTs demonstrated generally adequate PCK, its enactment through teacher talk highlighted several areas in need of improvement. The results point to the importance of integrating a stronger focus on teacher talk in teacher education programs to enhance communicative strategies that effectively promote learning.</p>