The aim of this study is to compare the mathematics teacher training processes of Turkey, Singapore and the Netherlands in the context of prospective student selection, training programs, employment conditions and in-service training. Countries have been selected due to their success in PISA exams, and the processes of achieving success in teacher education of different approaches in training field teachers have been examined and compared with our country. The study is a comparative education research and horizontal comparison approach was used. In addition, the study was designed with an intertwined multiple-case pattern, one of the qualitative research methods. The data of the study were obtained by examining the teacher training programs of the countries compared, the curricula reflecting their systems, and the comparative education studies covering these countries. In the findings of the study, it was seen that the planning and criteria for the selection of pre-service mathematics teachers contributed to ...