In this study, it was aimed to determine the teacher candidates’ levels of optimism and styles of coping with stress according to their self-esteem levels. In accordance with this purpose, to measure the teacher candidates’ self-esteem level, Self-esteem Scale developed by Arıcak (1999), to measure the teacher candidates’ level of optimism, Optimism Scale developed by Balcı and Yılmaz (2002) and to determine the teacher candidates’ styles of coping with stress, Scale of Coping with Stress developed by Şahin and Durak (1995) were used. Sample of the study consisted of the students attending Selcuk University, Ahmet Kelesoglu Faculty of Education. The study group was chosen by using disproportionate sampling method and consisted of 852 students, 543 of which were female and 309 of which were male. Data were collected and analyzed in 2010- 2011 educational year. According to the research findings; Self-esteem accounts for %42.9 of total variance for optimism. It was determined that there is a negative correlation between depressive affect and optimism, and there are positive significant correlations between Self-confident approach, optimist approach, and seeking social support approach sub-dimensions of coping with stress and self-worth, self-confidence, self-sufficiency, success and prolificacy sub-dimensions of self-esteem. It was also determined that there is a negative significant correlation between Self-confident approach, optimist approach, and seeking social support approach subdimensions of coping with stress and depressive affect sub-dimension of self-esteem. The findings were discussed with the support of literature.