The purpose of this research is to inquire into the tracks of development of the teacher who has worked on teaching practices to organize comprehensive learning activities, from the viewpoint of formation and transformation of practical knowledge, which is the situational and personal knowledge that teachers acquire through their daily teaching practices. To accomplish the purpose, we request Eiko ENDO, a junior high school teacher, to take part in the research project. She has taught Japanese, and more than twenty years worked on teaching practices to organize unit learning activities of Japanese, namely, comprehensive learning centering on Japanese. In the research, based on collecting and examining many reports that she wrote about her lessons herself (document data) and some observational records of her lessons (observational data), we interview with her three times, for ten hours in all. In the case studies by means of those methods, we think a great deal of the interview data, namely, the teacher's narratives of her practices, so that a narrative approach is adopted here. According to the following three stages, interpreting the interview data, we inquire into formation and transformation of her practical knowledge of unit learning. At the first stage, showing fundamental categories which characterize her teaching practices generally, we explain the process of formation of her practical knowledge from the viewpoint of life history. At the second stage, focusing on her teaching practices to organize unit learning activities and showing some categories which characterize them, we explain how her practical knowledge of unit learning has been formed. At the third stage, examining her " curriculum experience ", where she formulates a plan of the particular unit and puts it into practice, we explain how her practical knowledge of unit learning is transformed.