To assess the professional knowledge of Farhangian University of Hamedan’s student-teachers, teaching elementary school mathematics, a group of 68 of them was randomly selected from among a total of 98 third and fourth year students. The instrument used to collect data consisted of a sample of  TEDS-M items, a study administered by the International Association for the Evaluation of Educational Achievement in 2008, wherein the professional knowledge is considered to be of two dimensions: one mathematical content and the other the pedagogical content. Data analysis revealed that the selected group scored below the international average on both dimensions, with the pedagogical dimension being even weaker, despite all the efforts in recent years to improve on this dimension of the curriculum. It is suggested that the current curriculum be redesigned in order to strengthen the student teachers’ professional knowledge.