Secondary science education students in Turkey attend first to the related department in the faculty of arts and sciences for 3.5 years, which is called undergraduate program, and then to the pedagogic formation program in the faculty of education for 1.5 years, which is called masters without thesis program. During these training, they are expected to take three types of courses: (1) subject matter, (2) general knowledge, and (3) pedagogic formation. Both subject matter and general knowledge courses are given by the faculty of arts and sciences, and pedagogic formation courses are given by the faculty of education. These courses are also expected to develop corresponding knowledge types of science education students in Turkey: (1) subject matter, (2) general knowledge, and (3) pedagogic formation. However, instructors of pedagogic formation courses, especially those in science education department stress in their lessons not only pedagogic knowledge but also pedagogical content knowledge. The aim of this research is to find out what constitutes pedagogical content knowledge in pedagogic formation program for secondary science education students as defined by the science education instructors. A phenomenological design will be used in this study in order to find out the meaning of pedagogical content knowledge in terms of course objectives, activities, expectations from the students, and evaluation of the students. The sampling will be the science education instructors giving pedagogic formation courses in two universities of Turkey, Balikesir University and Middle East Technical University. These universities are located in two different cities and regions in the country. During the spring semester of 2004-05 academic year, the science education instructors will be interviewed, their course outlines will be document analyzed, and their courses will be observed for the traces of pedagogical content knowledge. It is expected that this study will help researchers to understand pedagogical content knowledge and revise types of knowledge in teacher training. This research will give information to those doing comparative studies in teacher training as well.