In this study, pre-service science teachers' anxiety, self-efficacy and attitudes regarding educational technology were investigated. Given the increased emphasis on educational technology in the classroom, teachers' attitudes, anxiety and self-efficacy regarding educational technology are important. The study was conducted with a total of 726 pre-service science teachers enrolled in teacher education courses in Turkey and Switzerland. Three different questionnaires, with appropriate reliability and validity values, were used to collect data for pre-service science teachers' attitudes, anxiety and self-efficacy regarding education technology. The differences between the pre-service science teachers' attitudes, anxiety and self-efficacy regarding education technology were determined by t-test and one-way ANOVA. The data were analysed based on the dimensions of gender, country and age. Pearson's correlation coefficients were used for the relationships amongst the dependent variables. The findings revealed statistically significant differences amongst the pre-service science teachers' anxiety towards educational technology for all three dimensions (gender, country and age). Also, there were meaningful differences amongst the pre-service science teachers' self-efficacy in the three dimensions. When pre-service science teachers' attitudes towards educational technology were considered, there were only differences in the country dimension. The study revealed that pre-service science teachers had a high level of self-efficacy, an average level of anxiety and a high level of positive attitudes towards educational technology, and it also revealed that self-efficacy, anxiety and attitudes regarding educational technology are correlated.