This study aims to evaluate the e-learning status of physical education teacher candidates. To this end, we chose a mixed research method that combines the qualitative and quantitative data. We used “convergent parallel design” as our research design. A total of 111 teacher candidates, 65 men and 46 women, participated in the study. To determine the sample group, we chose purposive cum convenience sampling, which is one of the purposive sampling approaches. We utilized the “personal information form,” as well as “Attitude Towards e-Learning Scale” which was developed by Haznedar & Baran (2012) as the quantitative data collection tool. For the collection of the qualitative data we used the interview forms. We analyzed the obtained data through SPSS 22 package program. During the analysis of the data we conducted Kolmogorov-Smirnov test to determine the normal distribution and according to the test results we used parametric statistics methods, which are descriptive statistics, t-test for two different independent variables and One Way Anova test for more than two independent variables. We used the content analysis method in the evaluation of the qualitative data. Evaluating the quantitative findings obtained through research, the study does not find any significant difference between the mean e-learning attitude scale scores of the participants and sexuality, e-learning knowledge level, time of daily using internet, purpose of using internet. Significant difference was found in the variables of age and working out of school. Reviewing of the qualitative findings in order to support the quantitative findings, we identify four sub-themes under the elearning main theme, which are “information status”, “positive aspects”, “negative aspects” and “necessity status.” According to these themes, the findings demonstrate that most of the participants are informed about elearning. Participants frequently state freedom of time and place and practicality as the positive aspects of e-learning, while stating the absence of physical class atmosphere and not being able to receive instant feedback as the negative aspects. Additionally, the participants express the necessity of e-learning in terms of enriching the course content, teaching of theoretical lessons and adapting to the age of education and training, whilst also stating that e-learning results in inefficient social interactions, lack of practical lessons and decreasing job opportunities in the field and therefore it is not a necessity during education and training.