Objective: The aim of this study was to determine the effect of project-based teaching on lifelong learning trends and self-efficacy perception. Material and Methods: The sample of this study, which was conducted as a single group pre-test-posttest experimental study, consisted of 172 voluntary students who were enrolled in Adnan Menderes University School of Nursing in 2017-2018 academic year. “Information form”, “Lifelong Learning Trends Scale” and “Self-Efficacy Scale” were used to collect data. The data were collected before and after the ”Teaching in Nursing“ course which was carried out according to the project based teaching method. In the evaluation of the data, number, percentage, arithmetic mean, t test were used. The reliability coefficient of the scales used for the study was calculated with Cronbach alpha reliability coefficient. Results: The mean age of the students who participated in the study was 21.76±1.58 years, 70.3% of them were females, 29.7% of them were male. The total score mean of the students’ lifelong learning trends scale was 66.79±9.57 before the project-based teaching and 62.90±18.74 after the study. The sub-dimension of openness to development, second sub-dimension of the scale, was found to be 22.43±6.83 before the training and 24.22±3.77 after the training. Total score mean of self-efficacy scale was 58.65±9.03 and 86.19±13.88 before and after project-based teaching respectively. The difference between the means of openness to development sub-dimension was found to be significant. A statistically significant difference was found between the self-efficacy scale mean scores of the students before and after the project-based teaching. Conclusion: It has been determined that project-based teaching method does not affect students’ lifelong learning processes but students' perceptions of self-efficacy-competence are highly affected.