The aim of this study is to describe the views of elementary school teachers about the effect of the subjects offered in the undergraduate program of elementary education on their professional development. To this end, the present study examines the knowledge elementary school teachers acquire in the subjects concerning professional and content knowledge in the undergraduate program of elementary education, attempts to learn about their views about the way the classes are delivered and aims to make some suggestions about the undergraduate program of elementary education. This is a phenomenological study following a qualitative research design. The sample of the study consists of 30 elementary school teachers (15 male and 15 female) who work in various provinces in the Southeastern Anatolian Region of Turkey and have a teaching experience of no more than five years. The data were obtained with a semi-structured interview. The obtained data were analyzed by two data encoders and grouped into codes and themes. They were modeled with NVivo, a qualitative data analysis program. The research revealed that the elementary school teachers considered that the classes they had taken in the undergraduate program were ineffective. They stated that the methods of lecture delivery were predominantly theoretical and relied on presentations, which made the classes ineffective. It was also realized that the elementary school teachers had both positive and negative views about the efficacy of the content knowledge classes. Besides, their views about the professional knowledge classes were found to be negative. The elementary school teachers proposed classes in varying numbers and types which they considered fit for an undergraduate program of elementary education. The rationale behind their suggestions was found to draw parallels greatly with the problems they had encountered where they worked.