The values are the standards that guide the behaviors of a person who is a social entity are learned through interaction and education by the social environment, especially the family, from the day when the individual comes to the world. In this context, the place of schools as formal education institutions is very important when the values are learned. Teachers are undoubtedly the most important element of education in schools. The models, methods and techniques that teachers use and the activities they use give direction to the quality of the learning. When the related literature is examined, about teaching the values are taught either student-passive value transfer approaches or student-active value develope approaches are the forefront. In this research, which adopted the quantitative research method, 173 candidate teachers, who were appointed in February 2016, received opinions about the activities they intend to use in value teaching were discussed. The relationship between the age, gender, year of graduation, value education course, teaching experience, attitude towards candidacy method, finding usefulness of candidate training seminars and reason of choosing teaching profession and the activities they intend to use in value teaching were investigated. In the study, it was determined that there was a differentiation according to the variables of just taking the value education and the reason of choosing the teaching profession.