The need for and employment of qualified teachers have always been in the agenda since the foundation of our country. It is aimed with this study to reveal the convenience of the Content Knowledge Test for Teaching (CKTT), which was first held in 2014, in terms of the content of the classroom teaching undergraduate programs, general competencies of teaching profession and classroom teaching special education competencies. Another purpose of the study is to reveal exam's effect of meeting the need for qualified classroom teachers and the opinions of the branch experts about the subject. The research was constructed with the case study method which is one of the qualitative research methods. The research was also supported by semi-structured interviews. The study group of the research is composed of 13 associates who are experts in the branch of classroom teaching. Descriptive analysis technique was used for analyzing the data. It was determined according to the findings obtained in the research that the Content Knowledge Test for Classroom Teaching, which is another exam used for in the classroom teaching employment other than PPSE, falls short of meeting the need for qualified classroom teachers and measure general competencies of teaching and specialty competencies of classroom teaching. Furthermore, it was concluded from the interviews with the experts that it is necessary to work on an exam system in which interviews and performance observations are utilized and the achievements during the undergraduate programs are evaluated alongside the multiple-choice exam application by keeping the objectivity in mind.