In this study, it is aimed to reveal math teachers' knowledge level and misconceptions about vectors. The study was conducted with the participation of 66 teacher candidates in different nine universities. As for data collection tool, a questionnaire of 6 open-ended questions was used, related to basic knowledge about vector magnitude, addition, subtraction, scalar and vector products. In conclusion, we found that math teacher candidates had difficulty with notation for the magnitude of vector and did not interpret the direction of vector product. We observed that the female mathematics teacher candidates showed more successfully than male teacher candidates in vector properties.