The goal of this study was to gain a better understanding of how a charter school framework for teaching is related to the development of new science teachers pedagogical content knowledge (PCK). The Knowledge Is Power Program (KIPP) is one of the fastest growing public charter school systems in the country. It has grown from two teachers with 30 students each to impacting more than 80,000 students and 200 schools in 20 states and the District of Columbia. KIPP has a track record of student success both in performance on high-stakes testing and in getting students to and through college. The foundation of KIPPs teaching success is the KIPP Framework for Excellent Teaching (KFET). The teaching cycle is one of five elements that comprise the KFET. This study explored the impact of the teaching cycle element of the KFET on the PCK development of science teachers new to KIPP. The study participants were two high school science teachers with previous teaching experience outside of KIPP. They both were in their first year of teaching in the KIPP system. Data was collected from observations, interviews, teachers written reflections, teacher artifacts, lesson plans, and researcher field notes. The evaluation of the data was accomplished using ATLAS.ti as an aid, the constant comparative method, enumerative approach, and in-depth analysis of PCK. The results demonstrated the following between the relationship of PCK development and the teaching cycle component of the KFET: 1) New teacher enactment of the four other elements of KFET has a greater impact on specific components of a teachers PCK development while the teaching cycle impacts the development of all of the components of PCK; 2) The development of the new teachers understanding of the teaching cycle of the KFET is not focused on by coaches during the first year of employment at KIPP; 3) The number of PCK/teaching cycle of the KFET incidents exhibited by new teachers increased over time; 4) The teachers developing understanding of KFET impacts the development of their PCK, but the KFET rubric is not sensitive enough to detect these changes; and 5) The observable behaviors of the teaching cycle element of the KFET impact new KIPP science teachers PCK. This study also makes suggestions for future research related to the interaction of KIPP, PCK, and the KFET.