Bloom’s Taxonomy has given rise to educational concepts including terms such as high and low-level thinking. Mastering knowledge about the curriculum, English language material and educational theory as a professional competence is very much required for pre-service English teachers to have. This research aimed to explain the perception of pre-service English teachers about cognitive domain of Bloom’s taxonomy and the implementation to their lesson plans. In this research, the descriptive qualitative method was employed. The data were obtained through interview and documentation. The participants of this research were twenty English students at sixth semester of English Language Education in UIN Walisongo in the academic year 2019/2020. The researcher conducted the interview with the participants and analyzed the answer of questions. A documentation also conducted by analyzing their lesson plans. The results showed that pre-service EFL teachers have different perception about Bloom’s taxonomy and cognitive domain. All of them implemented the cognitive domain in their lesson plans. In designing lesson plans, they faced some difficulties in implementing the cognitive domain.