This research has been conducted with the aim of revealing prospective classroom teachers' skills to interpret multiple-choice science questions (reasoning). For that purpose, a semi-structured interview form, which consists of 8 multiple choice physics questions and 8 open-ended questions created in order to make prospective classroom teachers explain the formulas used to solve each question as well as the relationship between the components of the formulas, has been prepared. Prior to the implementation, the prospective teachers performed exercises on their skills of reasoning by using their theoretical knowledge. Since the objective of the study is not to assess the success of students in the field of physics, the formulas required to solve the multiple-choice questions were given alongside the questions in parenthesis. After obtaining reviews from three experts, necessary changes were applied based on their feedback, thereby interview form took its final shape. In order to test whether the questions in the interview form are clear and understandable, a pilot study was conducted on 5 students who are not in the study group. The study of the research consists of prospective classroom teachers studying at the department of Classroom Teaching in the Faculty of Education of Ondokuz Mayis University in Turkey. Equal amount of teachers from different classrooms were interviewed. Since qualitative research method is employed in this study, the data of the study will be analyzed through descriptive analysis method. The implementation process of the research still continues, the findings to be obtained will be presented and associated with the literature. In the pre-implementation, it is observed that the prospective classroom teachers correctly answer to most of the multiple-choice questions, however, they fail at explaining the relationship between the components of the formulas they use to solve the multiple-choice questions.