: In this study, prospective classroom teachers were examined in terms of their perceptions about computer and internet use self-efficacy, and their readiness levels for online learning. The study was designed according to the correlational survey model. The study group consisted of 209 prospective classroom teachers, who were enrolled at the faculties of education in 3 state universities. Personal Information Form, “Computer and Internet Use Self-Efficacy Scale for Elementary School Teachers” and “Online Learning Readiness Scale” were used as data collection tools. The data were analyzed using descriptive statistics, t-test and ANOVA. As a result of the study, computer and internet use self-efficacy perceptions of prospective classroom teachers were determined to be at the level of partial compatibility. In addition, there was a significant difference between the mean computer and internet use self-efficacy scores of prospective classroom teachers according to the state of having or not having computers of their own. It was also concluded that there was no significant difference between computer and internet use self-efficacy scores according to the availability of internet connection at home. Moreover, it was determined in the study that the online learning readiness level of prospective classroom teachers was above the moderate level. Online learning readiness levels of the participating prospective classroom teachers differed significantly according to the state of having or not having computers of their own. It was also concluded that there was no significant difference according to the availability of internet connection at home. Furthermore, a strong positive correlation was found between computer and internet use self-efficacy perceptions and online learning readiness levels of prospective classroom teachers.