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This small-scale, qualitative study focuses on the perceptions and beliefs of vocational teachers in England about the nature of expertise in teaching. Analysis of data collected from interviews with 12 experienced teachers showed that the respondents believed that much of their professional knowledge as teachers was tacit. Furthermore, they placed emphasis on practical, realistic, student-centred strategies as characteristics of good teaching. It is argued that teachers may have been influenced by the way they themselves acquired work-related knowledge in their first occupations, although without direct observation of their practice it is impossible to confirm this. Respondents also believed that there were significant differences in perceptions of teaching expertise between academic and vocational teachers and that teaching expertise was not widely valued. These findings have implications for the training of further education teachers and for the management of colleges.