This research examined whether the technological pedagogical content knowledge (TPACK) of physics and science teachers is at a sufficient level and whether the TPACK level affected the academic achievements of the students. In the research, a mixed method was used quantitatively and qualitatively. In the quantitative part of the research, Provus' assessment model was exploited in order to determine whether the TPACK levels of the teacher candidates were sufficient. On the other hand, in the qualitative dimensions of the research, we tried to determine whether there was a significant relationship between the academic achievements and TPACK levels of physics and science teacher candidates, and whether it predicted academic achievement in a significant manner. As a result of the data analyses, significant results were found in favour of physics teacher candidates in terms of their academic achievement and TPACK attitudes. Furthermore, it was also found that TPACK scores predicted the academic achievement scores of the teacher candidates positively. However, the TPACK levels of the teacher candidates in both departments were found to be insufficient, according to Provus' assessment model. In the qualitative dimension of the research, an in-depth interview method was utilized in order to determine to what extent the TPACK levels of the teacher candidates were affected, where the differences between the two departments originated, and from what the insufficiencies in the TPACK levels resulted. In-depth interviews were conducted with a total of 10 teacher candidates from both departments. The data which was obtained from the interviews cast substantial light on the findings of the research.