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This paper addresses the nature of knowledge that works in practice. It is argued that knowledge that works plausibly, can be viewed as causal knowledge of action-result linkages. Two properties commonly ascribed to such knowledge are analysed. Against the view that knowledge that works is particular, it is argued that it is general and indeed must be so if it is to increase teacher effectiveness. Against the related idea that particular knowledge is experience-based as opposed to theory based, two lines of argument are developed. First, empirical evidence is invoked to demonstrate the difficulties involved in data-based inferences. Second, the thorough-going effect of preconceptions and theory on experiential learning is discussed.