<p>Recently, there has been a surge in teacher cognition research due to its valuable contributions to classroom practice, including teaching and assessment. However, further investigation into the pronunciation needs of teacher trainees is required. Since teachers are responsible for teaching pronunciation in instructed settings, research on determining their needs might project prospective classroom implementations. To this end, this study delved into the pronunciation needs of Turkish teacher trainees from the perspectives of different stakeholders. Qualitative and quantitative data were acquired from undergraduates, graduates, and non-native English teachers through diagnostic tests, focus group interviews, and online surveys. The quantitative data were analyzed descriptively and inferentially, while the qualitative data underwent qualitative content analysis. The results suggest teacher trainees’ perceived needs for pronunciation knowledge, perception, and production. Future directions are discussed.</p>