This study was intended to examine dilemmas faced by the secondary teachers, their causes, and its implications for the teacher education. Data were collected from 147 secondary school teachers. Teachers were asked to record 10 problems they could think of at the time of survey. Collected dilemmas were classified into 10 categories such as guidance, instruction, conflicts with colleagues, chores, curriculum management, xpectations for teachers and low compensation, conflicts with parents, conflicts with principals, educational policy and personal affairs, and evaluation. The problems varied upon career development. Also, the problems could be classified by its nature into lack of knowledge, intrapersonal conflicts, interpersonal conflicts, concept confusion, and lack of prerequisite condition. Based on the results, it is recommended: teacher education reflecting teachers' concerns and problems in their in-service education, clarifying the reasons that the concerns vary, listing of problems and their reasons depending upon career development, retesting of the results by interviews and statistical methods, by sex and regions etc. Application of the results to problem based teacher education was also recommended.