The aims of this study are to determine prospective chemistry teachers' internet self-efficacy and preferences of constructivist internet-assisted environments and to examine the relationship between their internet self-efficacy and their preferences for constructivist internet-assisted environments, the relationship between their achievement in internet-assisted chemistry applications and their preferences for constructivist internet-assisted environments, the relationship between prospective chemistry teachers' achievement in internet-assisted chemistry applications and their internet self-efficacy. An adapted form of Questionnaire Exploring Internet Self-Efficacy developed by Tsai and Tsai (2003), Tsai and Lin (2004), Wu and Tsai (2006), and Peng, Tsai and Wu (2006), a modified form of Constructivist Internet Learning Environment Survey (CILES) (Chuang and Tsai, 2005; Wen et al., 2004) and The Chemistry Achievement Test (CAT) which was developed by the researcher was used as the data collection tools. For data analysis, descriptive statistics and the Pearson correlation coefficient were used. (Contains 2 tables.)