The objective of the present study is to examine the effects of content-associated applied measurement and evaluation course on pre-service teachers' assessment literacy, their attitudes towards the measurement and evaluation course, and their field-specific content knowledge. Furthermore, the study aims to reveal the pre-service teachers' views on content-associated applied measurement practices. The mixed method research approach, which combines qualitative and quantitative research methods, was used in the study. The quantitative data collection was conducted with 90 science teacher candidates. The qualitative data collection was conducted with six teacher candidates from the experimental group. The Classroom Assessment Literacy Inventory (CALI), Measurement and Evaluation Course Attitude Scale (MECAS), Academic Achievement Test (AAT), and Focus Group Interview Form were used as the data collection tools in the study. It was found that the content-associated applied measurement and evaluation course improves the measurement and evaluation literacy of the candidate teachers, fosters their positive attitudes towards the course of measurement and evaluation, and increases their content knowledge. Furthermore, the focus group interviews with the pre-service teachers both helped explain the reasons behind the quantitative results, and provided detailed information about the degree of effectiveness of the method applied in the teaching process.