According to the data in Table 1, in the first three lines,these proficiencies take place, on the point of vocationalproficiencies levels related to “Programme and Content”dependency to education programmes ( = 4.14),adapting the purposes and the principles of Turkishnational education ( = 4.11), emphasize the vocationalproblems and importance ( = 4.08). On the other hand,reflection of scientific and vocational developments ( =3.82) provides coherence of content –theory application( = 3.73) and benefit from environmental possibilities( = 3.17). Proficiencies take place in the first threelines. Also, according to the views of teacher candidates,benefit from environmental possibilities sub-proficiencyand all other sub-proficiency frequently occur. Concer-ning all these data, according to the views of the teachercandidates, it is seen that the instructors have theproficiencies related to programme and content duringthe education period