Professional knowledge involves both practical skills developed through and in a job, and general theoretical assumptions about activities at work. The latter arise from a theoretical study of the subject. Studying the relationship between knowledge derived in these two processes will contribute to understanding and resolving tension between practice and theory in professional education. This study has examined how child minders, who are about to start vocational training to become preschool teachers, use both their practical experience and their general assumptions in discussions of ethical dilemmas in their work. The results show that the child minders can incorporate general assumptions and perspectives into these discussions with relatively few problems, while they do not compare the different perspectives with each other. Tensions between these perspectives are, therefore, not made visible.