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Pedagogical Content Knowledge (PCK) is inseparable from the part of the teaching and learning process. As a prospective teacher-student, an understanding of PCK is needed to be able to interpret the learning process appropriately. The purpose of this study was to determine the perceptions or responses of prospective teachers about PCK and its application in the learning process. The research respondents consisted of 54 students of Mathematics Education from one of the universities in Bandung, West Java to fill out an online survey. The questionnaire in the form of a survey contains ten indicators of pedagogic knowledge, four indicators of content knowledge, and seven indicators of pedagogical content knowledge, and four cases that often occur in learning to be asked for solutions from respondents. Data from the questionnaire was processed and analyzed descriptively. The results of the online survey showed that only 33.3% of respondents had heard the term PCK, so 94.3% of respondents stated the importance of PCK to be known and understood by prospective teacher. Although the term PCK is not familiar to respondents, almost all of its indicators are often used and studied. The right solution is suggested by respondents for each case of learning problems. In this case, it is stated that PCK is a complex process in the learning process, where educating knowledge and skills must together in order to achieve the expected goals in learning.