The aim of this study was to examine prospective mathematics teachers' proof processes for algebraic concepts. The study was conducted with 10 prospective teachers who were studying at the department of secondary mathematics teaching and who volunteered to participate in the study. The data were obtained via task-based clinical interviews that were conducted with the prospective teachers. The data obtained were analysed in accordance with the content analysis by focusing on the difficulties highlighted in the literature. It was observed that the difficulties prospective teachers experience in proof processes were in parallel with the difficulties highlighted in the literature.