The purpose of this study is to investigate the views of prospective teachers of Turkish language and literature on the "text analysis methods" course. In this study, which used the qualitative research approach, the case study design was used. 13 teacher candidates who are enrolled in the Turkish language and literature teaching program at a university in Turkey make up the research's participant group. The researcher used the literature review and expert comments to build a semi-structured interview form to get the participants' opinions regarding the "text analysis methods" course. The data were examined using a content analysis method. The findings indicate that the "text analysis methods" course provides a significant learning opportunity that presents potential instructors with a range of viewpoints. The course is successful in developing students' abilities to comprehend, analyze, interpret, and think critically about literary works as evidenced by the participants' varied viewpoints of its objectives and content. Participants made a point of emphasizing how the course's material was taught using cutting-edge scientific methods. Additionally, it was claimed that using relevant and trustworthy sources helped pupils develop scientific thinking skills. The requirement for more time and space that promote in-depth learning and support the accomplishment of instructional objectives is evident from differences in opinion regarding lesson duration. To improve the effectiveness of the course and give students a deeper learning experience, pre-service teachers advise using technological resources, interactive learning techniques, and analytical approaches. These results demonstrate how the "text analysis methods" course presents a significant opportunity for teacher candidates to develop their expertise in using literary texts to accomplish a variety of learning objectives. In light of this, it was determined that the research can offer information for the advancement of Turkish language and literary education as well as program updates. [For the full proceedings, see ED656038.]