Purpose: This study investigates what enacted knowledge is in movement for preservice teachers and teacher educators within two different physical education teacher education courses at two universities. Method: Data were generated through video recordings, and brief interviews were conducted during two teaching units focused on gymnastics/parkour and acrobatics. The data set comprises 4 hr of gymnastics and parkour instruction at one university and 3 hr of acrobatics at another. Theory: The study is grounded in activity theory, which emphasizes the interconnected actions of individuals engaged in a collective activity and the object toward which their actions are directed. Findings: The findings reveal that the enacted knowledge deviates from knowledge in movement, which was the purpose of the teaching. Developing knowledge in movement was often overshadowed by didactic thinking and prevailing norms—such as avoiding moving beyond one’s comfort zone—and by differing interpretations of explicitly stated learning objectives.