This study was conducted in order to detect correlations betweencognitive distortion levels, self-efficacy beliefs, success and failure attributions of candidate teachers. The study employed CognitiveDistortion Scale (Briere, 2000), General Self-efficacy Scale (Magalettaand Oliver, 1999) and Success/Failure Attributions Scale (Sucuoğlu, 2003) for data collection. The study was conducted on 384 teachercandidates from various departments. Data was analyzed throughindependent group t-test and Pearson correlation methods. According to the study findings, cognitive distortion levels ofcandidate teachers did not differ significantly in terms of gender while asignificant difference was detected under the “perseverance -insistence” sub-dimension of general self-efficacy scale in favor of femalecandidates though no significant difference was found in total scale scores. Result of this subscale demonstrates that female teachercandidates are decisive in overcoming an activity they embark on. When success and failure attributions of candidate teachers were assessed interms of internality-externality, no significant difference was foundbetween genders in terms of success while female candidate teachers were found to employ more internal attributions in case of failure.Those who attribute to internal causes are said to have an inner controlfocus. This finding was interpreted as female teacher candidates believing more strongly that their behavior and actions would beinfluential on many aspects of their lives. Another important conclusionwas the negative correlation between attributing failure on external causes (family) and general self-efficacy beliefs. This was interpreted ascandidate teachers with poor self-efficacy beliefs resorting more to external causes while evaluating their failure.Introduction and Study Goal: The goal of this study is to examinecognitive distortion levels, self-efficacy beliefs, success and failure attributions of candidate teachers through a relational model. Selfefficacybelief of an individual is closely related to cognitive distortions.Features such as positive or negative self-perception, self-accusation and despair play important roles in establishment of the individual’sself-efficacy belief. On the other hand, success or failure attributions will be influenced by both cognitive distortions and self-efficacy belief.Finding out what people attribute their success and failure to anddetecting any mistakes in those attributions might be important in guiding people to favorable behaviors. Ideally, high cognitive distortions and poor self-efficacy belief are expected to determine attribution of success and failure to internal or external causes. One of the goals of this study is to test this hypothesis. Through these goals, writer soughtanswers to the main problem and sub-problems below: Problem phrase: Are cognitive distortions and general self-efficacy beliefs and success/failure attributions related? Based on this problem, writers sought answers to the problems below:1. Do cognitive distortion levels of candidate teachers differsignificantly in terms of gender?2. Do general self-efficacy beliefs of candidate teachers differsignificantly in terms of gender?3. Do success/failure attributions of candidate teachers differsignificantly in terms of gender?4. Is there a significant relationship between cognitivedistortion levels and general self-efficacy beliefs of candidate teachers?5. Is there a significant relationship between cognitivedistortion levels and success/failure attributions of candidate teachers?6. Is there a significant relationship between self-efficacybeliefs and success/failure attributions of candidate teachers?Theoretical Framework: Cognitive distortion levels, self-efficacybeliefs, success/failure attributions of candidate teachers wereexamined in this study. Basic theory of cognitive therapy is that onemust focus on cognitive content of a response to an upsetting event oridea in order to understand the causes of an emotional event or Ndisturbance. Beck rejected the idea that depression stemmed fromintroverted anger, suggesting that real causes of depression were cognitive distortions of people in evaluating events and schemes that they developed in early stages of life. Schemes are inactive in the absence of stress and are activated only when triggered by a specific stressor or a particular environment. Activation of the schemes causesnegative evaluation of self-knowledge and formation of cognitivemistakes. According to Beck (1979), depression is closely related tonegative distortions in information processing stages of people and there is a strong negative association between depression and reality;cognitive distortions increase the probability of forming a depressionlike“negative cognitive trio” (negative evaluation of one’s self, world (environment) and future). Therefore, cognitive therapy aims to revealthat those distorted ideas and interpretations are not realistic and change those cognitive processes that cause dysfunction. Anothervariable dealt with in this study are success and failure attributions. Attribution theories were led by theorists such as Kelley and Heider whobelieved that people were beings who resembled scientists in the way that they tried to understand causes of actions and events and controltheir environment and the most popular attribution theory today is the one developed by Weiner. According to attribution theorists, individualssystematically evaluate the causes of behaviors in order to makegeneralizations on how various outcomes are achieved. According to Weiner (1984), desire to understand and elicit meanings fromexperiences is a power that motivates people. Scientists interested in this topic reviewed explanations of people on the causes of good andbad results in cases of success and failure. In general terms, attribu