Teacher candidates need to take an examination called KPSS in order to be appointed as teachers. Within the content of this exam, world knowledge, general ability and educational science questions are asked to the candidates. Due to the high co-efficiency of educational science questions teacher candidates should be aware of the importance of the lessons which are related to educational sciences. This study aims to compare the content of the KPSS questions and the content of the teacher profession lessons which are taught in faculties of education. 14 lecturers from KTU, Fatih Faculty of Education were interviewed. Also document analysis of the questions which were asked in KPSS 2001, 2002, 2003 was done. The results obtained from the interviews with lecturers show that majority of the lecturers determine the aim of the course according to their aim initiatives. Majority of the KPSS questions are being asked from the content of “development and learning” and “planning and assessing in education” courses. These questions do not show a convenient dispersion related to courses and topics which are placed in the program, so only a limited range of behaviors gained in teacher profession courses are being examined in KPSS. One implication of these findings is that KPSS exam has to cover all aspects of the pedagogical courses in teaching training program in a balanced way in order not to cause a negative influence as is usually the case in the negative influence of university entrance exam in secondary education.