The aim of this research is to examine the effects of a distance environmental science course on pre-service science teachers' attitudes towards the environment, attitudes, self-efficacy perceptions, literacy and technology. In this research, one-group pre-test post-test approach was preferred from the pre-experimental models. The research population consists of Sivas Cumhuriyet University, Faculty of Education, Science Education students. The sample of the study consisted of 48 Science Education students studying in the 3rd grade. The sample group was determined by a non-random, purposeful, criterion sampling method. The research was applied during the spring semester by using the "web-based distance education" method. In the research; descriptive statistics, normality tests, t-test for independent groups and t-test for dependent groups were applied. At the end of the research, for the science teaching self-efficacy belief scale; pre-service teachers' self-efficacy levels were found to be "above medium, close to high", and there was no change in their self-efficacy levels after the post-test. For the environmental literacy scale; At all sub-levels, the literacy levels after the posttest were determined as "high". For the environmental attitude scale; While the attitude for the overall scale was "low", the attitude did not change after the application. For the technology attitude scale; pre-service teachers' attitudes were determined as "high" and did not change after the application. No statistically significant difference was found in any of the scales according to the gender variable.