It is quite difficult to adequately describe and evaluate the developmental processes of teachers without knowing and analyzing the pedagogical communities they participate in. Teachers acquire their own professional knowledge by carrying their experiences to the educational environment. Therefore, classroom microcultures experienced by teachers and teacher candidates are important for the formation and improvement of their professional knowledge. In this context, the quality of the classroom microcultures constituted by the teacher training programs come to the forefront. Within this context, in the present study, classroom microculture belonging to mathematics education course (Methods of Teaching Mathematics-II (MTM)) which has an important place in the teacher education was examined within the framework of the classroom norms. In other words, the classroom norms regulating the instructional planning activities performed by teacher candidates were investigated and the qualities of these norms were discussed. The data of the study were obtained through observing the learning environments of the MTM course in a mathematics teacher education program at a state university in Turkey. The data of the study, which is a case study, were analyzed through constant comparative analysis method. According to the findings of the study, it can be said that teacher candidates had difficulty in sustaining and participating the norms which are related to assessment-evaluation, teaching knowledge, specifying objectives and social language used.