The purpose of this study is to investigate the levels of TPACK among classroom teacher candidates and whether these levels vary according to different variables. Additionally, the study aims to determine how the courses taken in the classroom-teaching program affect the required competencies and to identify educational challenges arising from technology-enhanced lessons through open-ended questions. Both quantitative and qualitative research methods were used and 217 teacher candidates participated to the study. The findings of the research indicate that classroom teacher candidates have high levels of TPACK, and their levels of Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK) are above the intermediate level. Furthermore, there is a statistically significant difference in TPACK levels among the variables of age, internet experience, and computer experience. It is observed that the courses in the classroom-teaching program are taught more theoretically than in a practical manner, and due to reasons such as the inadequacy of university professors, education, and technological tools, teacher candidates struggle to integrate technology into instruction effectively. The study also reveals that there is a lack of necessary education on how to integrate TPACK and those teacher candidates do not put effort into improving their TPACK levels.