Novice teachers need to develop their professional judgment. Teaching isperformed in the face of imperfect, complex but above all continuously emergentsituations. These matters have not received adequate attention in theories relatingto professional judgment and professionality in teaching or in the contemporarydiscourse of education policy. The purpose of this conceptual article is thereforeto contribute to the understanding of teachers’ judgment.By discussing empirical examples that indicate how sensing and knowing guidejudgment, concepts are introduced that are intended to further the understanding of teachers’professional judgment; something that will hopefully benefit teacher education as well as practicing teachers.