This study aims to examine the development of competencies of pre-service teachers through teacher education program. To accomplish the purpose, the study analyzed 73 pre-service teachers’ competencies for three different times: entry into program, before, and after teaching practicum program during four years. The findings of this study are as follows: First, all of the seven competencies of the pre-service teachers have been improved. Second, improvement of ‘instructional design and development’ was the highest, but improvement of ‘counselling and guidance’ was the lowest. Third, there is a high correlation between the rank of competencies of entry into teaching education program and before teaching practicum. Also, there is a correlation between the rank of competencies before and after practicum. However, there is no statistically significant correlation between the rank of competencies of entry teaching education program and after teaching practicum. The implications of the study are as follows. First, the improvement and its timing of sub-competencies of the pre-service teachers were different. Second, the change of teacher competencies of the pre-service teachers for four years provides educational needs for the improvement for teaching practicum program.