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The purpose of this research is to determine pre-service mathematics teachers’ skills in the development of activities. The research was carried out using the case study which is descriptive method. For the collection of data, 57 pre-service mathematics teachers’ in their final year secondary math teachers’ education department attended the research. Pre-service teachers were asked to develop 5 activities for the concept of function a high school mathematics curricula. After obtaining the data, it was analyzed using the descriptive analysis method. The developed activities were first examined to see if they qualified as activities, which would be used in the learning process stage, and then examined to see which skills were reflected in the activities. The findings indicated that more than half of the pre-service teachers could develop activities, although some pre-service teachers could not develop activities, and some situations were not regarded as activities. It was determined that activities typically were intended for reaching and understanding a concept and its rules. In addition, it was observed that connecting mathematics to the real world, providing multiple representations and guiding questions were used for thinking/interpreting, predicting, and generalizing. In this study, there are reflections on the difficulties of pre-service mathematics teachers’ in the development activities.