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This study aims to determine the TPACKing capabilities of prospective biology teachers to anticipate the demands of 21st century learning. Technological Pedagogical Content Knowledge (TPACK) is a framework that integrates information technology knowledge in Pedagogical Content Knowledge (PCK) in a certain learning context, while TPACKing is is the process of building TPACK knowledge for classroom learning purposes. This research was needed as a first step in determining the importance of developing a structured training program in building TPACKing capabilities of prospective biology teacher students. This study was conducted by survey method using an instrument to assess the knowledge of TPACK components in the form of a questionnaire on 48 final-level students of biology education study programs at a private university in Bandung, Indonesia. The results of the study show that respectively 56.55%, 72.22%, 65.47% and 68.45% prospective biology teacher students have sufficient knowledge in Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK); on the contrary, 69.17% and 65.00% respectively they do not have adequate Technological Pedagogical Knowledge (TPK) and Technological Pedagogical and Content Knowledge (TPACK). Thus an effort is needed to build TPACKing capabilities of prospective biology teacher students through a structured training program.