A deficit of traditional teacher education, is the fragmentation of teachers’ professional knowledge in single disciplines. While general measures from questionnaires are available, there is only little knowledge about student tea-chers’ perception of the complex interplay of their study areas, i.e. their per-ception of coherence. The present interview study investigates student tea-chers’ perception of coherence in mathematics teacher education. While re-cent studies report findings about coherence between theory and practice, we focus on coherence between mathematical content knowledge and pedago-gical content knowledge. We firstly identify inductively fields of knowledge that student teachers consider as relevant for their future profession as ma-thematic teachers. By means of qualitative content analysis we confirmed this category system deductively. Secondly,we investigate existing or requi-red coherence relations of these categories in teacher education. On the basis of these studies and further theoretical knowledge known from literature, we intend to develop a quantitative instrument to survey studentteachers’ per-ception of coherence in teaching