The aim of this study is to examine the opinions of preservice physical education teachers towards the teaching field knowledge test (TFKT). The test, which constitutes half of the score required to be appointed as a teacher is believed to determine the level of knowledge of preservice teachers in their fields of teaching. Preservice teachers' opinions towards the field knowledge test are, therefore, noteworthy. The study was conducted with 18 preservice teachers (9 female, 9 male) who graduated from the physical education teaching departments of universities and took the teaching field knowledge test at least once. This study used the qualitative case design and the criterion sampling method, one of the purposive sampling types. Data were obtained using the interview technique, which included five semi-structured and non-directive, open-ended interview questions. MaxQDA 2020 qualitative data analysis program was used in the modelling of the research data. According to the results of the analysis, although the candidates stated positive opinions in relation to the function of the TFKT for discriminating between who is competent and who is not, choosing a well-equipped teacher, serving as a measurement tool and measuring professional competencies, the majority of the participants presented negative opinions about the field knowledge test in physical education teaching. The reasons for the negative opinions were that the test lacks a suitable distribution of questions, relies on memorization is too detailed, does not measure motor skills and does not match the undergraduate course content as well as having an excessively wide scope.