In this survey, it has been investigated what kind of conceptions the elementary pre-service teachers (EPT) find important in teaching and management of biology in order to provide adequate learning for the Finnish elementary pupils. Adequate learning in this study means the subject content knowledge (SCK) and pedagogical content knowledge (PCK), which are in line with the aims of the National AbstractPrevious studies show teachers' conceptions about subject matter influencing their teaching decisions. In the survey, it has been investigated what kind of conceptions elementary pre-service teachers have concerning the issues they find important in teaching and management of biology in order to provide adequate learning for Finnish elementary school pupils. Totally 267 participants answered the questionnaire. The data was analysed by inductive content analysis. Biological content knowledge (60 %), skills (15 %), and experience (11 %) formed the greatest part of the mentioned important issues (totally 936). Other ones (e.g. attitudes, teaching) comprised less than 10 %. The issues of knowledge were mentioned significantly more often than the other ones. The results show that the participants had hardly any view of the totality concerning elementary biology education. So, teacher educators should discuss and implement new strategies to make biology education more comprehensive for elementary pre-service teachers.