It was aimed to investigate the development of pre-service elementary mathematics teachers? teaching skills through microteaching connecting theory to practice. So, 12 selected volunteers from the sample consisting 74 forth-year participants have recorded their teaching videos in training schools. These videos were watched in the course lasting 14 weeks and feeedbacks were given by their peers according to assessment forms given. After this procedure was repeated, the first and second microteachings were compared. According to findings, it was shown that they made a positive progress. Also, they expressed their views in terms of microteaching contributions to the lesson plan process, its strong sides and weak sides. Thus, it can be suggested that microteaching should be used in teacher training courses more frequently to enable them to make practice more, and hence improve their teaching skills.