This is a study of the composition and qualitative nature of university teachers’ pedagogical thinking, reasoning and intention. It extends current framings of pedagogical content knowledge and reasoning, and brings into view the epistemological and pedagogical dimensions that teachers’ orient to, as they constitute subject matter for learning. Because the constitution of subject matter for learning entails the translation of disciplinary knowledge and knowing into accessible learning experiences, the pedagogical thinking and deliberation that informs teaching activity can be highly implicit and specific. A constructivist grounded theory approach was employed because it affords a methodological framework from which to consider and portray the ways in which the teachers themselves think about, construct and present their pedagogical intentions and deliberations. Six university teachers from six different disciplinary settings provided a detailed account of their pedagogical content knowledge and deliberations. In doing so they selected a specific threshold concept from within their teaching context as the focus of their account. Threshold concepts are significant components of subject areas that entail disciplinary-specific ways of knowing. They are transformative in nature, and hence, troublesome to learn. The selection of a specific threshold concept as the focus for each teacher’s account enabled the teachers to talk in a specific, detailed and disciplinary-oriented manner about their pedagogical thinking and intentions...