Self-efficacy is the belief in an individual's own abilities and capacity. If the person believes in their capacity to achieve in a given area, higher levels of motivation and attention to detail will be positively reflected in their performance. Self-efficacy related to programming can be understood as the belief in one's own capacity to attain a higher level of motivation and an increase in self-worth while writing a program. The purpose of the research is to examine perceptions of self-efficacy for prospective computer programming and instructional technology teachers, and how different perceptions of self-efficacy can be predicted through an analysis of demographic variables, reflective thinking skills on computational thinking and problem solving. Data for the survey were gathered from teacher candidates using a questionnaire containing personal information and demographic information and further consisted of four categories: 1) the Self-efficacy Scale for Programming developed by Ramalingam and Wiedenbeck (1998); 2) a customized version of this scale for Turkish sites by Altun and Mazman (2012); 3) the Reflective Thinking Scale for Problem Solving developed by Kızılkaya and Aşkar (2009); 4) Computational Thinking Scale developed by Korkmaz, Çakır and Özden (2017). Data were obtained from teacher candidates studying Computer Education and Instructional Technology Education Department at four different universities in Turkey. Multiple regression analysis was used in the analysis of the data. According to the results of the analysis, the independent variables were significantly predicted by the selfefficacy value of the program (F (3, 99) = 24.880, p <.001). The most important contribution to the formation of the model is computational thinking, followed by reflective thinking about problem solving and follow-up computer-related developments. The adapted R2 value is at .413, indicating that it discloses 41% of the selfsufficiency relating programming with the model.