The aim of grammar teaching in foreign language learning process is to teach the foreign language itself rather than the formal features of the language by ensuring the use of target language. However, German grammar courses in Turkey provide intensive training on grammar subjects. The textbooks also contain a very detailed list of grammatical subjects and terms. Therefore, in order to communicate in a language, it is not necessary to know all the phonological, semantic and syntactic features of the language in detail. In this context, the aim of this study is to determine the linguistic structures that pre-service German teachers need to use German effectively in four basic language skills and to determine the frequency of their use. In addition, it was investigated whether the linguistic structure needs were met with the resources they used in the course, for what skills they needed to use grammatical structures the most, whether they needed the subjects they studied in the grammar class in real life language use situations, and whether there were any grammar subjects they found unnecessary to teach. It was also examined whether these needs differed according to the class level and the variables of being born and growing up abroad. For this purpose, two measuring instruments, grammatical structure usage frequency questionnaire form and grammatical structure need analysis structured interview form prepared by the researcher were used. As a result of the research, it was determined that the prospective German teachers almost never use structures such as das "Perfekt der Modalverben, das Futur II, konzessive, konsekutive, modale Nebensätze, Finalsätze, Interrogativsätze, Zustandpassiv." According to these findings, the grammatical structures needed by German pre-service teachers to use the language effectively were sorted according to their importance and priorities in line with the opinions of pre-service teachers and the structures used at high, middle and low levels were grouped. In order to improve the grammar teaching process, suggestions were made to give priority to subjects needed in order to develop communicative skills instead of the subjects not used in daily life in grammar books.