This study determines the relationship between primary school teacher candidates' lifelong learning tendency and their perceptions of computer self-efficacy. The research was carried out with 92 undergraduate teachers studying at Bartin University of Teacher Education Faculty, in 2014-2015 academic year. In this study, personal information questionnaire, Lifelong Learning Trends Scale developed by Diker (2009) and Computer Self- Efficacy Scale developed by Askar and Umay were used to collect data. At the end of the research, the teacher candidates' desire for life-long learning and perception level of computer self-efficacy, motivation and perseverance dimension scores, desires to obtain post-graduate education, deprivation size and being happy studying primary teaching education varied. The students' scores of computer self-efficacy scale, motivation and persistence size scores had moderate significant and positive relationship; while deprivation of learning regulation scores had a non-significant relationship with computer self-efficacy scale.