This mixed-methods study investigated 247 senior Turkish preservice teachers’ (PTs) generic competency profiles by conducting a latent profile analysis (LPA), which allows researchers to explore individuals within subpopulations in a holistic way. By using the generic teacher competency framework (GTCF) as data collection tool, the LPA analysis yielded two distinct profiles. The findings showed that the distinctive features between these two profiles were due to the competencies related to content knowledge and teaching, effective communication with stakeholders, and assessment and evaluation. Qualitative analysis of semi-structured interviews and written responses whereby preservice teachers justified the reasons of their self-reports revealed similar results. PTs thought that they were competent at knowledge level because of their theory-laden education neglecting practical teaching aspects, whereas they believed that communication with parents and assessment are the areas they felt the least competent. Therefore, there is a need for a reform in teacher education curriculum in Türkiye to enable PTs to practice and engage in activities regarding teaching, assessment, and communication with families in an extended practicum period. PTs should be given individualized feedback and coaching in the areas they are less competent and should be provided with more opportunities tailored for their actual needs. The findings suggest that the domain specific GTCF with performance indicators can be used for evaluation and self-evaluation of PTs. Finally, using LPA, GTCF can also be used to determine the professional development needs of in-service teachers to organize more effective professional development programs. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
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