This publication documents the research of the FALKO project group (subject-specific teacher competencies) from the universities of Regensburg and Augsburg. Based on a theoretical conceptualization aligned with Shulman's knowledge taxonomy and its modeling in the COACTIV study, domain-specific operationalization was used to develop and validate testing instruments for assessing the subject knowledge and pedagogical content knowledge of (prospective) teachers in the subjects of German, English, Latin, Physics, Music, and Protestant Religion. Additionally, flexible vignettes for measuring subject-independent pedagogical knowledge were designed by the education department. The chapters present a comparative overview of the state of research, test construction, and results concerning the examined teachers and teacher education students across all participating subjects.