The technological, pedagogical and content knowledge model (TPACK) explains how these knowledge components interact to foster more innovative teaching and learning processes. The purpose of this research is to analyse the relationship between technological, pedagogical and content knowledge in primary school lesson planning. Furthermore, this study also intends to teaching determine which of the TPACK model constructs are used by teachers in lesson planning. A quantitative research approach was conducted in 11 primary schools in the four largest cities of Kosovo. A total of 363 teachers participated in this study. This sample size was determined based on a sample size determination table that follows a probability method (95% confidence interval and 5% error). The standardised questionnaire for teachers, ''Survey of Pre-service Teachers' Knowledge of Teaching and Technology'' was used to collect quantitative data. The results indicated that lesson planning was mostly organised in terms of content and pedagogy, without integrating technology into teaching strategies. The findings of this research showed that the use of technology in the teaching process belongs to the technological knowledge context and requires the development of a deeper understanding of the complex network of relationships that exist between pedagogy and teaching content. These data will contribute at the local and central levels to the formulation of educational policies, curriculum revisions and the design of training programs focused on technological, pedagogical and content knowledge constructs.