In Turkey, teacher training is carried out in the education faculties of universities and with Pedagogical Formation Education Certificate Programs which enable people from different occupational groups to become teachers. When the related studies on teacher education are examined, it can be said that especially the content knowledge has come to the fore for many years. However, it should be noted that pedagogy knowledge is at least as important as content knowledge. Shulman defined the concept of Pedagogical Content Knowledge (PAB) from the intersection of pedagogy and content knowledge, considering that only the knowledge of the content would not be sufficient. This concept is guiding at the starting from the regulation of the teaching content, how to adapt the related content to the classroom environment and how to present to the students. However, along with technological developments and the necessity to integrate them into educational environments, the concept introduced by Shulman has been combined with the technology and reorganized as Technological Pedagogical Content Knowledge (TPACK). Schmidt et al. suggested that TPACK, which is proposed as a model in its research, may have a suitable structure to develop a tool for measuring the knowledge of teacher and teacher candidates on technology integration. The purpose of this study is; when teacher training programs are considered, to determine the relationship of TPACK between teacher candidates of the Faculty of Education and with the prospective teachers of pedagogical formation education. The research was designed in a relational screening model which is one of the quantitative research approaches. The working group was created by the prospective teachers, 154 Elementary Mathematics Teaching (EMT), 37 High School Mathematics Teaching (HMT) and 42 Pedagogical Formation Education (PFE) candidates. The data were collected by TPACK scale which was developed by Schmidt et al. and which was adapted to Turkish by Dikkartın Övez and Akyüz. Data were tested by one-way analysis of variance. It was observed that there was no significant difference between TPACK scores of EMT candidates and those of HMT candidates. It was concluded that there was a meaningful difference between TPACK scores of EMT and HMT candidates and PFE candidates in favor of EMT and HMT candidates, respectively.