The present study investigates pre-service elementary school teachers’ perception about the importance of technological pedagogical content knowledge (TPACK) in English education, and their self-evaluation of TPACK performance, and analyzes the priority of educational needs among seven competencies in the TPACK Framework. One hundred and twenty-five pre-service elementary school teachers including six subject education majors participated. To measure their perceptions regarding the importance and performance of seven competencies including TPACK, the two surveys-TPACK Importance Survey and TPACK Performance Survey-were administered. Survey responses were analyzed using the Importance- Performance Analysis (IPA) method. The findings are: First, pre-service teachers’ perceived importance levels were higher than their perceived performance levels in seven competencies. Second, the IPA showed English and Korean education majors must focus on developing TPACK, maintaining the current level of pedagogical content knowledge (PCK). Science and computer education majors must focus on developing PCK in advance. Third, freshmen showed higher levels of importance and performance than juniors; however, according to the IPA, the priority needs for both groups are the same. The findings suggest that the TPACK development program should be adjusted to the pre-service teachers’ needs- which competencies to focus on in priority-according to their majors and grade levels.