In this study, we aimed to investigate pre-service math and science teachers during teaching practicum course by analyzing daily journals shared in a web-based environment. 65 seniors participated in the study (41 pre-service math teachers and 24 pre-service science teachers). Within qualitative case study approach, the study focused on descriptive and content analysis during the data analysis. By looking at the findings of the study, pre-service math teachers provided more details in discussing the teaching methods and emphasizing on lesson preparations compared to pre-service science teachers. On the other hand, pre-service science teachers included more specific activity examples than did pre-service math teachers in their daily journal entries. Another important finding of the study showed that pre-service teachers tended to evaluate themselves and their friends positively, but negatively criticized their teachers. In light of these findings, we recommend offering teaching practicum course when pre-service teachers take their theoretical courses.