Human Rights Education (HRE) is believed to be crucial in teacher education as it equips teacher candidates (TCs) with the knowledge, skills, values, and behaviors to contribute to the establishment of a human rights culture. However, there is little evidence of HRE curriculum development in Turkish Teacher Education Programs (TTEP). Unfortunately, HRE is not specifically mentioned as a distinct subject or area of study in TTEP. This convergent mixed methods research (MMR) study aimed to understand TCs and Faculty Members' (FMs) views on identifying HRE curriculum components in TTEP. The study merged quantitative survey and qualitative interview data to provide an in-depth confirmatory and complementary explanation of curriculum components in TTEP. Descriptive statistics and the Chi-square test were employed to identify relationships between FMs' and TCs' views on the HRE curriculum, and the qualitative data analysis framework proposed by Miles, Huberman and Saldaña (2019) was used for deductive and inductive coding and comprehension of the statements. The results, which were also discussed in a recent article in Human Rights Education Review (see: Abedi & Fer, 2023), revealed that the participants support an HRE curriculum to raise human rights awareness among FMs and TCs, empower them to advocate for fundamental rights and freedoms, and support learner-centered and interaction-centered learning and effective evaluation processes. The implications for practitioners and researchers, along with the limitations, are discussed.