With this research, it is aimed to evaluate professional teaching knowledge courses considering the opinions of the academic instructors and pre-service teachers. Phenomenology was used in the research designed in accordance with the descriptive research method. The study group of the research was determined by criterion sampling method. The main criteria were Nomenclature of Units for Territorial Statistics, the establishment dates of the universities and the availability of four common departments in the universities. Based on those criteria, 116 academic instructors and 328 pre-service teachers participated in the research. Semi-structured interview form was used. Content analysis was made for the data gathered. On the basis of findings obtained from the research, it was determined that the objectives of professional teaching knowledge courses were different and those courses attained the objectives at knowledge and comprehension level in general. Besides that, findings related to the content of professional teaching knowledge courses were emerged from the data, with titles such as the currency of content, new course subjects proposed to be added, and the relationship of the course to the PPSE (Public Personnel Selection Examination). It was determined that professional teaching knowledge courses were usually delivered by the presentation of courses for teaching-learning process through the method of teaching strategy and lecturing. Additionally, it was seen that the pre-service teachers gave a lecture in some courses. It was also realized that the process of measurement and evaluation of professional teaching knowledge courses were generally managed with the consideration of result-oriented measurement and through multiple-choice measurement instruments. [This article was presented as a summary paper at the ICCI-EPOK Congress-2019.]