This study aims to examine the effect of the framework proposed for professional ethics courses in teacher education on the pre-service science teachers' analysis of cases involving ethical dilemmas. The research was designed as a case study. The study group was composed of nine (two males and seven females) pre-service science teachers. Participants were expected to analyze the cases in the ethical dilemma case analysis form without and with the framework. The data were subjected to descriptive analysis within the scope of the steps of the framework. It was found that the framework makes preservice science teachers to better define the case, produce more than one option for the solution of the case, and evaluate these options by considering their teacher identities and various sources. The decisions taken by the pre-service teachers during the analysis changed and the moral level of their decisions increased when they used the framework.