In this study, it was aimed to examine the self-efficacy perceptions and self-control levels of teacher candidates and how these levels differentiated by the variables of gender, department and faculty. In addition, the examination of the impact of self-control levels on teacher efficacy perceptions through the investigation of the relationship between the self-control levels and teacher efficacy perceptions of teacher candidates constituted another purpose of the study. In line with the purposes of the study, the population of the study was composed of the students who participated in the pedagogical format ion training courses started at the Education Faculty of Kocaeli University in 2013-2014 academic year and the 3rd and 4th grade students studying at the Education Faculty. In the sampling of the study, simple random sampling method was used. Thus, a total of 776 students, 237 of whom were from the branches of Physics, Turkish Language and Literature, Chemistry, Art History, History, Mathematics and Biology attending the Pedagogical Formation Training course, and, 539 of whom were the 3rd and 4th grade students studying in the departments of Psychological Counseling and Guidance, English Teaching, Classroom Teaching, Mathematics Teaching, Preschool Teaching, Computer and Instructional Technologies and Science Teaching at the Faculty of Education, were included in the sampling frame. According to the research findings, of the self-control scale dimensions; the arithmetic mean of the self-monitoring dimension scores was determined to be higher than the self-evaluation and self-reinforcement dimensions and also the dimension with the highest teacher efficacy scale mean scores was found to be orientation and the dimension with the lowest ones was assessment and evaluation. In this context, it can be said that self-monitoring levels of teacher candidates and their orientation perceptions in terms of teacher efficacy are high. Self-reinforcement perceptions of female teacher candidates were found to significantly differ from males. In terms of total self-control scale scores, the mean scores of female teacher candidates were also found to significantly differ from male teacher candidates. In terms of teacher efficacy, male teacher candidates were determined to have a higher average than female teachers in the dimension of behavior management and also in terms of the total teacher efficacy scores, the mean scores of female teacher candidates were found to significantly vary. The teacher candidates participating in the pedagogical formation training were found to have a higher average in terms of behavior management compared to the students of the education faculty. However, the teacher candidates from the education faculty were determined to have a higher average in terms of their self-control levels compared to the students participating in the pedagogical formation training course. Consequently, the total scores of teacher efficacy scale were determined to have a positive relationship with the variables of self-monitoring, self-evaluation and self-reinforcement. Therefore, it can be argued that development of self-control behaviors of teachers will be positively reflected in their own competence.