The purpose of this study is to determine the curriculum design approach preferences of pre-service teachers who have been receiving pedagogical training. The sample of the study consists of 138 pre-services teachers who took the curriculum development course in pedagogical formation education. In the study, "Teachers' Curriculum Design Orientations Preference Scale" developed by Bas (2013) was used to determine the pre-service teachers' curriculum design approach preferences. The scale consists of 30 items and 3 factors: subject-centered design, problem-centered design and student-centered design. Research data have been analysed via arithmetic mean, independent samples t-test. As a result of the analyses related to the three sub-dimensions of the scale, the teacher candidates responded to the learner-centered and problem-centered curriculum design approaches at the level of "agree". The sub-dimension called subject-centered curriculum design approach was found to be at the "undecided" level. According to these results, it can be put forward that the prospective teachers prefer learner-centered and problem-centered curriculum design approaches. In the study, whether the pre-service teachers' curriculum design approach preferences differed according to gender and department was investigated. As a result of the analysis, it was found that teacher candidates' gender and department were not significant variables in their curriculum design approach preferences.