This symposium discusses several ways in which (pre-service) teachers’ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the survey in two different pre-service teacher education contexts: The US and the Netherlands. The third study triangulates findings from the TPACK survey with other instruments to better understand teachers’ development of TPACK that resulted from teachers’ collaborative design of technology integrated lessons. The last contribution focuses on measuring transfer of TPACK, as it studies how beginning teachers, who had TPACK training during their pre-service education, demonstrated TPACK in their practice. Similarities and differences in the ways TPACK were measured and its implications will be discussed.