The purpose of the study is to determine the views of the pre-service teachers enrolled at faculties of education at some universities in Turkey on the Selection Examination for Professional Posts in Public Organizations which they have to enter in order to be assigned as a teacher and get the required score. The study of group of the study was composed of 799 pre-service teachers who were at the senior class of faculties of education at Gazi University, Zonguldak Karaelmas University, Ahi Evran University and Kastamonu University in Turkey. These pre-service teachers were given three choices as the Selection Examination for Professional Posts in Public Organizations (KPSS), an examination that measure the Field + Teaching Profession knowledge proficiency level and other and they were asked why they preferred that choice. The written views of the pre-service teachers were read by the researcher and pre-determined and main problems and themes observed during the analysis were determined. When the findings of the study were examined, it was found that 207 pre-service teacher stated that KPSS was required in order to be assigned as a teacher, 540 pre-service teachers stated that they wanted to be assigned through an examination that measure Field + Teaching Profession Knowledge levels. When the views of the pre-service teachers on KPSS were examined, it was seen that most of the pre-service teachers wanted to be assigned through an examination that measure Field + Teaching Profession knowledge level and they listed the reasons for this as KPSS was a nonsense and unnecessary examination; the teachers that were assigned without measuring their knowledge on the field were not qualified and efficient; entering an exam including General Culture and General Ability parts which were unrelated to their fields might decrease the achievement; and they thought that KPSS could not measure the professional proficiency. It was also found that some of the 52 pre-service teachers that choose the other choice stated that some applications like personality test, interview, etc. should be implemented and some of them stated that there was no need for an examination in order to be assigned as a teacher. (c) 2011 Elsevier Ltd. Open access under CC BY-NC-ND license.