STEM is becoming widespread as an education model in many countries today, and it has been included in the curriculum in our country, and the need for teachers trained in this field has emerged. The purpose of this study, in which the case study method, one of the qualitative research methods, is used, is to examine the skills of Physics-Chemistry teacher candidates to create real-life knowledge-based problems covering the achievements in the high school curriculum and propose solutions for these problems. For this reason, 4 Physics and 2 Chemistry teacher candidates who took formation training and participated in the study voluntarily were studied for five weeks in the research. The data of the study were collected through semi-structured written documents given to teacher candidates and face-to-face interviews. The collected data were evaluated with the content analysis approach. According to the results obtained, it was concluded that the teacher candidates had difficulties in associating the problems they created with the achievements of the STEM discipline and physicschemistry discipline, and they were successful in terms of their ability to propose solutions such as product development and testing.