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This study aims to determine the description of logical thinking and mastery of concepts, analyzing the relationship between the two owned by a number of prospective biology teachers in the vertebrate zoology practice. The research method used is a correlational descriptive method with a sample of 1 class which includes 26 prospective teachers of the Department of Biology Education, FKIP Universitas Muhammadiyah Sukabumi, 2017/2018 semester academic year using a purposive sampling technique. Data collection was conducted using the many as 10 standard questions of logical thinking ability (ToLT) and 20 concept mastery questions. Data analysis was carried out through a correlation test. The results showed that: 1) 35% of students had logical thinking at the transition stage with an average value of 3.0; 2) 31% of students show mastery of concepts with sufficient categories with an average value of 63; 3) There is a moderate correlation between logical thinking and the mastery of concept of prospective teachers with a correlation coefficient of 0.541. The combinatorial reasoning indicators have the highest correlation with the mastery of concepts possessed by students on the concept of in vertebrate with a significance of 0.928.