Educational internet use of prospective teachers, their status of having technological pedagogical content knowledge and determining their attitudes towards educational technology is quite important. The purpose of this study is to find out the relationship between the teacher candidates’ educational internet use self-efficacy beliefs, technological pedagogical content knowledge self-confidence and attitudes towards education technology, and to determine differences according to some variables (grade level, department, gender, internet use frequency). For this purpose, a relational -model study has been conductud with a sample group consisting of 404 prospective teachers. As data collection tool; " pedagogical internet use self-efficacy beliefs scale" developed by Şahin (2009), "technological pedagogical content knowledge self-confidence scale" developed by Graham et al. (2009) and adapted into Turkish by Timur and Taşar (2011) and “attitude scale for educational technology" developed by Pala (2006) has been used. Since the independent variables (gender, attended program)have two groups, independent groups t-test has been performed for the scales. For the other independent variables (grade level, the frequency of Internet usage) have more than two groups ,one-way analysis of variance (ANOVA) has been used.Moreover , since the total score obtained from the scale is continuous and ranged normaly, Pearson correlation coefficients have been determined by making a simple linear correlation for the determination of inter-group relations .According to data obtained from these measuring means; differences have been observed according to gender and frequency of Internet use while no significant difference in terms of grade level and the department they study has been detected. In addition, significant relations have been detected between the educational use of the Internet, technological pedagogical content knowledge and the attitude towards educational technology The need for the training of teachers equipped with the necessaryknowledge and skills starting from the effective use of teachingtechnologies in teaching and learning process to learning, configurationand use of knowledge is a lot more today. Because, teaching technologiesare to be put into practice as being integrated with learningactivities(Rock & Yılayaz, 2013; Thompson & Mishra, 2008). When thisrequirement is considered, prospective teachers' educational uses of theInternet, their status of having technological pedagogical contentknowledge and determining their attitudes towards educationaltechnology is quite important. The purpose of this study is to find out therelationship between the teacher candidates’ educational internet use self-efficacy beliefs, technological pedagogical content knowledge selfesteemand attitudes towards education technology, and to determinedifferences according to some variables (grade level, department, gender,internet use frequency).As to determine the relations of different variableswith each other,This study has been designed as"relational (correlational) scanningmodel”. Correlational research is the study in which the relationshipbetween two or more variables is examined without intervening thevariables (Büyüköztürk et al., 2010). Due to the identification of relationsbetween variables, it comes out as a kind of descriptive research(Fraenkel and Wallen, 2006). The sample of the study constitues 404prospective teachers randomly chosen from two state universities in thecity of Eskisehir. In this study, " pedagogical internet use self-efficacybeliefs scale" developed by Şahin (2009), "technological pedagogicalcontent knowledge of self-confidence scale" developed by Graham et al.(2009) and adaptated into Turkish by Timur and Taşar (2011) and“attitude scale for educational technology" developed by Pala (2006) hasbeen used as data collection tool. Educational internet use self-efficacybeliefs scale is single-dimension five point- likert type scale and consistsof 28 questions. Technological pedagogical content knowledge self-esteemscale was developed by Graham et al. (2009) and adapted into Turkishby Timur and Taşar(2011). The scale in question is composed by fourdimensions; technology, pedagogy and content knowledge; The firstdimension; Technological Pedagogical Content Knowledge(TPAb)dimension, the second dimension; Technological PedagogicalKnowledge (TPN) dimension, the third dimension; Technological FieldKnowledge(TAB) and the fourth dimension; Technological Knowledge(TB). The scale comprises 8 items in the first dimension (1-8. Items), 7 itemsin the second dimension (9-15. Items),5 items in the third dimension (16-20. items) and 11 items in the fourth dimension (21-31.) There are a totalof 31 items and it is in five-point Likert-type. 43 issues containingattitude scale for educational technology, goals within the scope ofeducational technology, equipment use, teaching methods, assessmentand evaluation material has been scored by Likert system. In this scale,five options take place as“Completely Agree”, "Agree", "Neutral","Disagree" or "Strongly Disagree". Data set has been created by editingthe raw state of the data. It has been determined by reliability studiesmade for each scale that the scales are appropriate for analysis.Normality test has been conducted prior to the decision on what analysisto do. Following this analysis, the data has been found normallydistributed since Kolmogrov-Smirnov value (p> 0.05) has beenappropriate. Since the data are in rate scale and fit into a normaldistribution, it has been decided to make the parametric analysis. Suchvalues as descriptive statistics about the scale, average, standarddeviation and etc. have been revealed by data sets. As the independentvariables (gender, attended program) have two groups, independentgroups t-test has been performed for the s