This study was designed to provide basic information for pre-teachers preparing for the biology teacher’s certification examination for secondary schools. The data was collected from the 2014-2017 secondary school biology teacher’s examination focusing on core concepts, inquiry skills, problem solving skills, and answer structure. The results from the study are as follows: First, most of the questions were evenly balanced amongst the domains of biology. However, animal physiology (18.7%) and molecular biology (14.7%) had more appearance than others, and molecular biology experiment methods (10.7%) were emphasized as well. Second, the required inquiry skills that the examination assessed corresponded to ‘data interpretation-reasoning(53.2%)’ and ‘data interpretation-correlation(23.5%)’. Third, the question format varied in their way of providing the data as 51 questions (75%) gave only the data without providing the experiment while 17 questions (25%) included the experiments. For problem solving skills, the short-answer questions mainly focused on merging the data with scientific concepts whereas the essay questions focused on gauging the pre-teachers’ ability to interpret the results based on their understanding of the experiments or data. Lastly, the essay questions were mostly formatted according to type V, which asked the pre-teachers to write their interpretation of figures or concepts by drawing on scientific theory and supporting it with evidence.