Pre-service teacher education (PTE) is vital because adequately-prepared teachers positively add to student performance, school effectiveness, and the efficiency of an entire system of education in a country. This study aimed to examine the current pre-service teacher education (PTE) practices in Turkey by identifying the significant factors of pre-service teacher education to provide suggestions for the improvement of PTE. Therefore, the findings of this study will provide a reasonable basis for strengthening the quality of pre-service teacher education, which will, in turn, contribute positively to the quality of teachers. The present study is designed to examine Turkish secondary school teachers' perceptions of their preparation for the teaching profession. The sample of this study was selected by random cluster sampling as 800 teachers from 14 different cities located in seven geographical regions -- two cities in each region. AMOS 20.0 was used for the testing of the pre-service teacher education model through path analysis. Attitude towards pre-service teacher education in general, curriculum, practice, proficiency, and relevance of theory with the practice was considered as endogenous variables, and preparedness was considered as an exogenous variable. Data obtained from quantitative results have shown that teacher preparedness as a dependent factor consistently relates to independent factors that are inter-related; i.e., teaching practice has a significant impact on the relevance of teaching practice, the relevance of teaching practice has a significant impact on proficiency and proficiency has a significant impact on curriculum, and curriculum has a significant impact on PTE in general. Future research would be conducted on the factors affecting the in-service teacher training programs.