The study aims to provide insight into the subjective theories of practice teachers, highlighting the content and teaching objectives they pursue, how practical knowledge is made accessible, and how they believe that through lesson discussions, a connection between theoretical and practical knowledge can be best achieved. Using a dialog-consensus method, the subjective theories of ten practice teachers regarding ideal typical counseling sessions are captured through structured analysis to identify quality characteristics of successful lesson discussions. In a further step, the effectiveness of the subjective theories is demonstrated through video analyses and think-aloud protocols. It is assumed that not all subjective theories will be effective in practice and that influencing factors may impair or prevent their effectiveness.