The study was conducted to examine the relationship between prospective teachers' mathematics literacy and lifelong learning competencies depending on some variables. The sample of the study consisted of prospective teachers studying at different programs of a state university's education faculty. The participants of the study constituted 313 prospective teachers, 94 of whom were male and 219 of whom were female. The study is a descriptive study carried out by using the correlational model within the scope of the quantitative method. In this research, “Mathematics Literacy Self-efficacy Scale” developed by Özgen and Bindak (2008) and “Key Competences Scale in Lifelong Learning” developed by Şahin, Akbaşlı and Yanpar Yelken (2010) were used to collect data. MANOVA analysis was used to compare the average scores obtained from scales and some variables. In consequence, whilst the relationship lifelong learning competencies and self-efficacy levels of prospective teachers’ mathematics literacy were found to be at high levels, the relationship between the scores and the variables differed. There was found to be no significant difference between prospective teachers’ lifelong learning competencies and mathematics literacy self-efficacy levels depending on their genders, academic success levels and reading frequencies. Furthermore, as mathematics literacy scores have differed significantly in favor of prospective mathematics teachers related to their departments, activities to improve the mathematics literacy of prospective teachers in other departments should be organized.