The aim of the study is to analysis of the prospective teachers' self-efficacy towards educational technology standards and to examine the divergence of the students' self-efficacy according to the variables of gender, class, educational program and personal computer availability. The study is in survey model. The population of the study consists of prospective teachers who study in the first and fourth grade of education faculty of a state university during the fall semester of 2012-2013 academic year. The sample of the study consists of 568 individuals selected within the population by convenience sampling method. As a data collection tool, five point Likert type consisting of 6 sub-dimensions and 41 items of SelfEfficacy Scale for Educational Technology Standards' for prospective teachers was used. In data analysis, Mann-Whitney U and Kruskal-Wallis H tests were used as the distribution could not meet the normality assumption. According to the results obtained from the study, it has been determined that the self-efficacy perceptions of the prospective teachers for the educational technology standards are generally high. While the dimensions that the prospective teachers find themselves as most competent are productivity and professional practices, the dimensions they find themselves as least competent are social, ethical, legal and humanitarian issues. While there was no significant difference in the self-efficacy of the prospective teachers compared to the gender variable, there was a significant difference according to class, educational program and having personal computer variables.