This paper measures the differences b/w Mathematical Content Knowledge (MCK) of secondary school teachers and their students in Pakistan. A causal comparative research design was selected for this study. All mathematics teacher and their students of public schools in Lahore were considered as the population of the study. By using simple random sampling technique100 Mathematics teachers and 1500 their students of grade 10th were selected from 50 secondary public schools. Two instruments were adapted and molded into Pakistani context of the Study of Instructional Improvement (SII) survey (Ball, 2008) to measure teachers and students’ MCK. These instruments were validated from experts and pilot tested before administration. Data was analyzed by using descriptive statistics and ANOVA test. The results showed that there was an insignificant relationship between teacher’s and student’s MCK. The difference of teachers and students MCK was 50% parallel to each other.

Teachers MCK, Students MCK, Secondary Public Schools.