In this study, a scale regarding preservice teachers’ self-efficacy beliefs in educational internet use is developed. The educational internet use self-efficacy beliefs scale includes 28 survey items. Findings from the current study show that the Cronbach alpha reliability coefficient of the scale is found 0.96. In the literature, the suggested level for the Cronbach alpha reliability coefficient is 0.70. In the light of this fact, it can be concluded that the Cronbach alpha reliability coefficient of the scale is high. The participants of this research study are preservice teachers during the academic year of 2008-2009 in the Ahmet Keleşoğlu College of Education at Selçuk University. To develop the survey, three different study groups are formed. The first group formed for the construct validity includes 367 college students. Of those participants, 44.1% (162) is female and 55.9% (205) male. In the second phase of the study, the data are collected for the criterion-based validity. In this phase, the study group is made up of 326 students, 44.7% (146) female and 55.3% (180) male. The last study group is designed for the test-retest reliability. It includes 84 students. Among those preservice teachers, 42.9% (36) is female and 57.1% (48) male. In the literature, it is stated that students frequently use the Internet for emotional, social, and leisure time, and activities, not for academic or area-specific reasons (Young, 1998). It is also suggested that healthy and effective Internet use is related to psychological maturity and self-efficacy (Wang, 2001). In the present study, self-efficacy beliefs are used to elaborate and extend Bandura’s (1997) general social cognitive theory within the context of educational technology, specifically educational Internet use. This theory consists of two important constructs: self-efficacy beliefs and outcome expectations. Self-efficacy beliefs refer to an individual’s performance capabilities (Lent, Brown, & Hackett, 1994) while outcome expectations refer to the expected consequences of an action (Bandura, 1997). In the social cognitive theory, self-efficacy beliefs and outcome expectations are conceptually related. Indeed, they are different constructs. The question of “can I do this?” usually refers to self-efficacy beliefs while the outcome expectation might be determined through the question of “if I do this, what will happen?” It is important to note, “as people develop an affinity for an activity at which they feel efficacious and expect positive outcomes, they form goals for sustaining or increasing their involvement in that activity” (Lent et al., 1994, p. 264). In the current study, self-efficacy beliefs serve as the theoretical framework in the process of the survey development. In the related literature, this construct is titled “self-efficacy” (Akkoyunlu, Orhan & Umay, 2005; Deryakulu, Buyukozturk, Karadeniz, & Olkun, 2009), “self-efficacy beliefs” (Akbulut, 2006; Akgün, 2008; Aşkar & Umay, 2001; Orhan & Akkoyunlu, 2003; Köseoğlu, Yılmaz, Gerçek & Soran, 2007) or “self-efficacy perceptions” (Akkoyunlu & Kurbanoğlu, 2003). In this study, the term “selfefficacy beliefs” is preferred to determine preservice teachers’ capability in Internet use for educational purposes. Self-efficacy beliefs are an important factor to find out individuals’ computer use frequency and achievement (Cassidy & Eachus, 2002). The related literature suggests that self-efficacy beliefs positively affect computer use (Compeau & Higgins, 1995; Compeau et al., 1999; Hill, Smith & Mann, 1987). In the beginning of the study, a pool of survey items is formed to evaluate the university students’ self-efficacy beliefs in educational Internet use. For this purpose, several open-ended questions such as “how can the Internet be used better in education?” and “in which activities should students use the Internet?” are asked to 110 students from the Department of Computer and Instructional Technologies. Then, students’ responses are analyzed and ordered from the most repeated to the least. At this stage, the item pool includes 37 attitude sentences. The items are evaluated with the options of “totally measuring”, “somewhat measuring”, or “not measuring” by 8 faculty members from the programs of Computer and Instructional Technology, Curriculum Development, and Psychological Counseling. Next, 28 items are selected since those are labeled “totally measuring” by at least six faculty members. In the educational Internet use self-efficacy survey, the points a participant can get range from 28 and 140 points. Higher scores for the scale indicate higher perceived self-efficacy beliefs in use of the Internet for instructional purposes. The survey items are in a sentence structure. The survey items are answered by means of a Likert type scale with five response choices including “1=not qualified,” “2=somewhat qualified,” “3= qualified,” “4=quite qualified,” and “5=completely qualified.” To test the construct validity of the educational Internet use self-efficacy survey, the factor validity is examined using exploratory factor analysis (EFA). EFA is used to verify whether the survey items for each subscale successfully measure each variable. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and Bartlett’s Test of Sphericity (BTS) are applied to the data prior to factor extraction to ensure the characteristics of the data set are suitable for EFA. Since the KMO and BTS results indicate the