Teachers are the system's agency of practice. As a result, any changes to this system have a direct impact on teacher education programs, which are strictly supervised by the Council of Higher Education in Turkiye in accordance with the needs of the time and global circumstances (Yelken, 2009). Since the 1997 curricular reform, there have been two more modifications to the teacher education program, which are the 2006 and 2018 programs. In many ways, the former was a first in Turkiye, including the Common European Framework of Reference (CEFR). Following this, numerous studies were conducted to assess teachers’ knowledge of the CEFR. Unfortunately, little research has been done on it for the 2018 program, which is the one currently in practice. The study attempted to fill this gap by administering a questionnaire to 108 preservice EFL (English as a foreign language) teachers at a state university in Turkiye. The findings show that participants have a moderate level of CEFR knowledge about the relationship between their program and the CEFR, as well as a high level of agreement about the general teacher characteristics acquired through a CEFR-based program. The study advises a program adjustment in this regard, encourages teacher educators to devote a portion of their lectures to instilling CEFR awareness, and encourages preservice teachers to conduct self-study on the CEFR and its principles, as foreign language instruction in Turkiye is based on them.