The main purpose of this study is determining the cognitive structures of preservice teachers on the concept of curriculums as using a word-association test. For this purpose, it is aimed to reveal the cognitive perspectives of preservice teachers on curriculum, objective, context, educational situation and evaluation situation. This study was designed as a descriptive survey model. The sampling of the study was conducted as 87 third and fourth grades preservice teachers in faculty of education in a state university located in the west side of Turkey. As for the data collection instrument, the word-association test was used. For the data analysis procedure, the answer words in word-association test were analyzed in detail. A detailed frequency table has been prepared which shows how many key words or phrases are repeated. A contextual network was also designed with the help of the frequency table. In this network, cut-point technique was used. In this techniques, the value lower than the highly pointed answer is defined as the cut-point value. According to findings, it can be said that the cognitive structures of preservice teachers’ for the curriculum are not enough and the cognitive structures for the students of the curriculum are moderate at the end of the research. It can be said that the cognitive structures of preservice teachers’ are inadequate especially for the concept of educational situations which is the subject of the curriculum. It has been found that there are misconceptions about how conceptual networks and concepts are formed in the research and what kind of misconceptions are made. Based on the results of this research, it can be said that "Word Association Test", which is used in researches in the field of science in general, is also an effective technique in cognition of misconceptions and cognition in different branches.