In view of the rapid advancement of technology, technological pedagogical content knowledge (TPACK) has been extensively studied. However, research on technological pedagogical content knowledge (TPACK) in teaching English appear to be scarce and addressed either pre-service or in-service teachers, but not their comparison. Additionally, although teacher-certificate programs are employed in many countries, none of the existing studies have examined teacher-candidates' TPACK, especially in English language teaching (ELT). To fill the gap, this study aims to compare TPACK among teachercandidates, pre-service and in-service English as a foreign language (EFL) teachers in Turkey. Quantitative and qualitative data analysis indicated significant differences among them. Based on these findings, suggestions for teacher education and future research were made.