In this research, the relationship between Internet addiction levels among teaching candidates and their problem-solving aptitude and self-efficacy perceptions towards the teaching profession was investigated. In addition, the effects of gender, department, Internet use and sporting habits on the Internet addiction, problem-solving skills and self-efficacy perceptions among teaching candidates were examined. The sample in this study comprised final-grade teaching candidates who were in the graduation phase. Statistical analysis of the data was conducted with the SPSS 22.0 computer program. According to the results, there was a moderate negative relationship between the Internet addiction level among the teaching candidates and weak self-efficacy perceptions and problem-solving skills, while there was a positively higher correlation between self-efficacy perceptions and problem-solving skills in the sample. Male subjects' Internet addiction levels were significantly higher than those of their female counterparts. However, no gender influence was observed on the problem-solving skills of prospective teachers and their proficiency regarding professional competence. The use of the Internet for entertainment purposes influenced problem-solving skills among teaching candidates to a negative extent, resulting in Internet dependency. Teaching candidates who used the Internet for research purposes, however, showed a higher level of proficiency and problem-solving skills appropriate to their profession and lower Internet addiction levels. Engaging in regular sporting activities was found to reduce teaching candidates' Internet addiction levels and positively affect problem-solving skills.