In this study, today’s Turkish formal religious education teachers’ (The Teachers of İHL Vocational Course and Religious Culture and Ethical Knowledge) perceptions on competence related to educational knowledge and skills are studied. Whether there is a relation between their perceptions of education- teaching and their gender, institutions, departments of graduation and the amount in-service educational training they have received is investigated. A total of 477 teachers participated in the survey. In this research data collected from a total of 442 teachers including 312 DKAB and 130 İHL teachers is used. When the formal religious education teachers’ perceptions of the educationteaching knowledge and skills are examined, they perceive themselves to be generally sufficiently component. In all the sub-dimensions examined in this study, it appears that the teachers perceive themselves as being sufficient. However, when examined in those areas deemed to be most and least satisfactory, it is seen that the teachers view themselves to be more than sufficent in teachercentered activities, whereas there are their deficiencies in the skills projected/ required by the newly prepared DKAB (Religion Culture Ethical Knowledge) Curriculum and İHL (İmam-Hatip School) Vocational Curriculum. In particular, the process of measurement and evaluation of teaching, material development, and education planning stands out as major source of problems. At the same time, communication, classroom management, guidance and self-development stand out as areas where teachers perceive themselves as the most competent. However, this perception regarding the dimensions mentioned above, is a result of perceived competence in areas pertaining to student recognition, planning and regulatory of teaching. When looking the areas where the teachers view themselves as being partially sufficient in competence alongside those of upmost competence the teachers’ continue to practice as they are accustomed to, which indicates that they are therefore satisfied whit their profession. In this context, it can be said that there are some deficiencies of teachers in the teacher roles required by the newly prepared religious education programs. From the perspective of the institution that formal religious education teachers work in, it seems that teachers of vocational courses in IHL perceive themselves to be more adequate than primary school teachers DKAB in areas of student recognition, classroom management, communication, guidance and self-improvement. When the relationship between senior formal religious education teachers and the scores of sub-areas concerning teaching knowledge and skills are examined, it is observed that there is a positive and significant correspondence in low level between the seniority and the all sub-area perception scores. According to this, an increase in the number of participating in-service training leads to formal religious education teachers’ to perceive an increase in teaching competence. Total overall perception of formal religious education teachers’ does not change in a meaningful way in relation to the department they graduated from. This gives cause to discuss the effectiveness of pedagogical education given in the Theology faculties during the pre-service period and its suitability to the changing educational paradigm.