This study investigates if experienced and student KFL teachers differ from each other in terms of：(a) their use of student performance cues, (b) their instructional actions in response to student performance cues, (c) their instructional goals and instruction-related knowledge they analyzed applying during the process of KFL instruction. Transcriptions of videotaped lessons of six experienced and six student KFL teachers and explanations of their instructional goals and instruction related knowledge were analyzed. The results indicated that there were patterns of similarities and differences between experienced and preservice teacher's instructional and thoughts. The results concerning the differences between experienced and preservice teachers confirmed the findings of previous studies. but one thing different is that preservice teachers didn't ignore student performance cues other than experienced teacher ignored student performance cues in EFL instructional contexts.