The purpose of the study is to provide basic data to increase teaching efficiency of all teachers during PE classes by comparing and analyzing the development steps in vaulting horse classes of PE specialists and classroom teachers. For that purpose, each 1 PE sepcialist and 1 calssroom teacher was selected for a qualitative case study.. And data were collected through descriptive examination, documents , class observation and in-depth interview. The collected data were analyzed in trasncription, encoding by themes, and forming process of themes. Seven categories were identified in the teaching activities, and they were individual difference, demonstrations, rull, class atmosphere, feedback, management of the learners, questioning. The major results were as follows. The P.E specialist made a short and clear demostration, while the classroom teacher took long to demonstrate. The PE specialist did demostration himself, while the classroom teacher sued praises and soft conversations to create a permissive mood. Both of them used questions and answers for interactions and belived there should be no discrimination among the students in praising those who showed excellent functions or active partivipation. The P.E specialist used personal interactions much through corrective and technical feedback, said rearrangement of instruments and a student\'s sroublesome action hindered interactions. The classroom teacher encouraged those who lacked functions,and the hindering elementary of interaction were a teacher\'s lacking functions and a students\' less confident and passive activity. For a preventive class, both of them made a promise with the students and announced things to be careful about before a class. The P.E specialist used both the verbal and non-verbal ways to praise a student, while the classroom teacher used only words. Both them used more instruction than questionning. The P.E specialist asked more questions than the classroom teacher.