This study aims to examine Turkey’s new curriculum for German language teacher education in terms of core competences. It also seeks to investigate how effectively domain – specific subjects promote prospective teachers’ core competence development. Using the qualitative method of document analysis, the study evaluates the domain – specific subjects in the new curriculum in comparison with the core competences in the EAQUALS Framework for Language Teacher Training and Development. First, knowledge and skills related to core competences are identified and categorized into key phases of “planning”, “performing” and “evaluating and assessing”. Second, domain – specific subjects in the new curriculum are specified and categorized into the aforementioned three phases on the basis of their content. Each category is compared to determine the extent to which subjects and their content are compatible with the indicators of the framework. The results show that domain-specific subjects intended to train and support core competences in German language teaching can be adequately categorized according to the above phases. In terms of content, some subjects cover knowledge areas belonging to more than one phase. Nonetheless, when only the main focus of each subject is considered, an overall categorization proves possible. Accordingly, three compulsory subjects can be categorized under the “planning” phase, five compulsory and three elective subjects under “performing” and one compulsory and one elective subject under “evaluating and assessing”. It is thus evident that more subjects pertain to “performing” than to other phases. Comparing subject content with the indicators of the EAQUALS Framework, it can be concluded that the content of subjects for the “planning” phase does not adequately cover knowledge areas in the Common European Framework for Languages, including its key principles and competence descriptors. Whether analyzed holistically or in detail, knowledge of the Common European Framework for Languages is absent from the curriculum. In particular, an examination of subject content shows that specific training in need analysis, learning styles, learning activities, and phases in language teaching needs to be added. The content of subjects in the “performing” phase appears to be adequate. The elective subjects “Material Evaluation in German Language Teaching” and “New Technologies in German Language Teaching” should however be compulsory as they cover essential knowledge areas for prospective German language teachers. Compulsory subjects in the “evaluating” phase adequately cover all required knowledge areas in the framework, thus the subject “Evaluating InClass Learning” seems redundant. The study thus concludes that the new curriculum incorporates a sufficient number of subjects exists to address the main phases of language teaching. It is suggested, however, that the elective subjects “Material Evaluation in German Language Teaching” and “New Technologies in German Language Teaching” need to be compulsory, while the elective subject “Evaluating In – Class Learning” should be omitted from the program on grounds of redundancy. Furthermore, there is an urgent need to add content to subjects reflecting the Common European Framework for Languages and its key principles and descriptors. Consequently, a revision of the curriculum is recommended with the aim of training prospective German language teachers in accordance with current expectations in the profession.