Background:
This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia

Materials and methods:
The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary teachers. Some 576 primary level pre-service teachers and 389 secondary level pre-service teachers participated in the TEDS-M study. The significance of this study is pertinent as the level of teachers' knowledge influences students’ achievement in schools

Results:
Results of analysis show that Malaysian pre-service teachers at the primary and secondary performed below the international average for both mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK).

Conclusions:
The article suggested several steps on how teacher educators could improve the PCK and MCK of pre-service teachers in Malaysia.