Pre-service teachers gain experience, positive and negative attitudes towards teaching-learning process, school administration, teacher, student and even school in teaching practice course in preservice teacher training programs. The purpose of this research was to identify pre-service teachers' perceptions of teaching practice course. Case study research design was used in this qualitative research method. The study group of the research comprised of 42 pre-service teachers who took teaching training course in 2014-2015 academic year. The purposeful sampling method was used to determine the study group. The data was derived from the semi-structured interview form. Content analysis was employed to analyze the data. The themes were generated as a result of the analysis. The results of the research indicate that pre-service teachers gain experience in teaching profession and be self-confident, learn to be patient and use materials and acquire the importance of communication. On the other hand, they notice some negative cases such as teachers' failures in classroom management, lack of materials, school administrations' negative attitudes and behaviors and teachers' being passive in discipline matters. To overcome these negative cases, suggestions were put forward.