The purpose of this study is to analyse the pre-service classroom teachers’ disaster awareness perception, earthquake knowledge level and the relationship between disaster awareness level and earthquake knowledge. This study uses relational survey model among quantitative research methods. The sample of this study consists of 552 pre-service classroom teachers studying in Ahi Evran University and Amasya University Education Faculty, Primary Education Department, Class Education Branch in the 2018-2019 academic year. This study uses a convenience sampling method. As data collection tools, Disaster Awareness Perception Scale and Earthquake Knowledge Success Test are used. The obtained data are analysed with a package data analysis program. The obtained data are investigated with quantitative analysis methods. For the descriptive presentation of the obtained data, frequency, percentage, average and standard deviation are used. At the end of the data analysis, it is determined that pre-service primary school teachers have high-level disaster education, pre-disaster, incorrect disaster and disaster awareness perception and medium-level post-disaster awareness perception. Again, it is determined that pre-service primary school teachers have medium-level pre-earthquake, earthquake and general earthquake knowledge level and low-level post-earthquake knowledge. Additionally, it is determined that pre-service classroom teachers’ disaster awareness and earthquake knowledge had a positive and statistically significant relationship