ABSTRACT:The purpose of this research is to evaluation of the researches related to the problem-based learning (PBL) in teacher education in Turkey. A case study method was used in this study. Its population consists of the 23 articles, 11 master and 16 doctoral theses that made related to problem-based learning in teacher education between the years of 2002-2013 in Turkey. The researches were investigated the distributions in terms of "type, publication year, sample characteristics, models, data collection methods and tools, the variables studied and the data obtained". The data were evaluated by calculating the percentage and frequency values. According to the findings; It is observed that the researches intensified especially in the last five years, the majority of them were carried out with students, they were carried out most of the researches in program of Science Education. It is observed that experimental models were mostly used as model, mixed (qualitative and quantitative) methods were used as data collection methods and mostly surveys were used as means of data collection. Mostly that was studied by variables of academic achievement, attitude, scientific treatment process and problem-solving skills. It is observed that PBL has mostly positive effects on these variables. In line with these findings, some of the proposals may contribute to future researches have been developed. Keywords: problem-based learning; teacher training; scientific research Extended AbstractPurpose and Significance: In the learning environments, with constructivist approach, one method that effectively allows the students to learn is problem-based learning (PBL). However, in order to use this method effectively, teachers must have gained the necessary knowledge and skills in teacher education programs. In this context, there are various studies conducted on the PBL in Turkey. However, made on problem-based