Professional teaching knowledge courses, which are available in teacher training programs, are of great importance in helping undergraduate students implement their content knowledge and in acquiring the behaviors needed for the profession so that they can become qualified teachers. Evaluations to be made by pre-service teachers in relation to the place the courses occupy in teacher training programs will shed light on the regulations to be made in the programs in the future. This research aims to evaluate pre-service teachers’ views on the professional teaching knowledge courses from the aspects of the need for the courses, suitability of the courses to grade levels, the way they are taught and the weekly allocated class hours. A qualitative case study method was used in this research. The study group was composed of twelve 4th year pre-service teachers who attended the mathematics teaching and chemistry teaching departments. The research data were collected through a form developed by the researchers so as to obtain the participants’ views. The obtained data were analyzed by descriptive analysis. The participants’ views on the place of professional teaching knowledge courses in the programs were considered in four themes labelled as “the need for the courses in the program”, “the suitability of the courses to grade levels”, “the way the courses are taught” and “the weekly allocated class hours of the courses”. Accordingly, the participants held the view that (1) courses with similar content, with wide scope and which they would not have the opportunity to use in their area were not necessary, (2) the grade level for some of the courses might be changed despite the fact that the courses in general were suitable to grade levels, (3) that all courses could be given by distance, face-to-face or hybrid teaching, as well as the courses that require practice could be given with hybrid teaching and (4) extra application hours could be added to certain courses although weekly class hours in general were considered adequate.