In our country, as a result of the appointment in some different disciplines, nearly 30000 teacher candidates could be a part of education system. Also, a new revision has been completed on teacher candidate training and it has been put into action. Teacher candidates have been trained for six months after they have been appointed. These teachers can change their cities or schools from the schools they have been appointed. Each teacher candidate has got a supervisor chosen from experienced teachers. It is seen as important for searching that how the new model can affect applications and how it serves the purpose of teacher candidates’ needs. In this manner, the aim of this study is to analyze teacher candidates’ remarks on teacher candidate training process. This study is designed as a qualitative research to get information about teacher candidates’ ideas on teacher candidate training process. The participants of this study are 10 teacher candidates appointed for first time in February, 2016. In order to get information for the study, an interview form consisting of open-ended questions designed by the researchers is used. In this study, to analyze the data, NVivo 11 that is a data analysis program is used. According to the findings, while some teachers get this process as experience gaining, some teachers see it waste of time or got in stuck between being teacher and intern teacher. In the process, teachers indicated that they have gained required skills concerning experience in occupation, classroom interaction, didactics, problem solving, and managerial workloads.In our country, there have been a number studies on teacher education system and thanks to those studies, it has been aimed that the problems and suggestions for those problems have been determined. Via preservice education, the adaptation for the profession of teachers has been aimed to be accomplished with the help of some courses such as “Teaching practice and School Experiences”. However, novice teachers face a number of problems. In our country, thanks to the appointments in February, 2016, nearly 30000 teacher candidates from different disciplines have been a part of education system. At the same time, a revision that has defined the process of being preservice teachers has been conducted and in that year, it has been put into practice. Teacher candidates have been applied a training process in their first six months. Those teachers have a chance to change their training process in different schools from they have been appointed; nearly one fifth of the candidate teachers have been in Ankara, İstanbul or İzmir in their training process. The training process has been carried out by the supervisors and administrators in schools via the curriculum determined by the Ministry. Each one of the teacher candidates has a supervisor who has been determined from the experienced teachers in schools. In teacher candidate training program, it is thought that the courses based on “practicum” have not been adequate for acquiring the necessary experiences of preservice teachers (Altintas & Görgen, 2014). In the revised training program, they have been in 26-weeks program and their supervisors could be helpful for them. In teacher education, inservice teacher training is as important as preservice teacher training. Thanks to this revision, it is aimed that teacher candidates can acquire new experiences for their professions. This study is seen as important for determining the reflections of the new program namely Teacher Candidate Training Program on practice, how it is helpful for the teacher candidates, the problems of the first application, the deficiency of the new program and some suggestions in order to improve the new program. In this sense, the aim of this study was the determination of the process of training teacher candidate (PTTC) on the view of teacher candidates’ ideas. For this reason, the lack of the training program, the attributions of it for the teacher candidates, the differences of it from preservice teacher training education and the performances of the supervisors have been aimed to be determined in this study. Method This study was designed as a qualitative research method for the aim of determining the views of preservice teachers on the process of preservice teacher training. The sample of this study was 10 teacher candidates who were randomly selected from teacher candidates appointed in February, 2016. In this study, in order to collect data, the interview form that was developed by the researchers was used. In data analysis process, NVivo 11 program that is a computer-assistant qualitative data analysis program was used. In this program, in order to make data analysis easier, a code was defined for each one of the questions; and then each one of the teacher candidates’ answers were coded word by word and sentence by sentence as using in-vivo code maker. Discussion and Conclusions Some of the teacher candidates think that it is a process of acquiring professional experiences; however the others believe that it is a time-consuming process. Additionally, some of the teachers state that it is a process which gets stuck into being a real teacher and being an intern teacher. Teacher candidates also state that they are demotivated because they are seen as a real teacher in their training schools. When the courses on practicum and school experiences given at universities, it is seen that many of the teacher candidates can pay attention to these courses (Altintas & Görgen, 2014; Kirksekiz, Uysal, Isbulan, Akgun, Kiyici & Horzum, 2015; Yildiz, 2012; Yilmaz & Kab, 2013). After a supervising period, intern teachers stated that they could be more satisfied with their professions and they could be more successful while solving official problems (Boreen, 2009, p.25). In Turkey, since there is not a guidebook in which guidance information for teacher candidates, those teachers have to fend themselves on this field (Toker G