The purpose of this study is to examine the effects of pre-service physical education teachers' instructional styles on self-regulation skills. For this purpose, the sample of the research consists of 608 students who were randomly selected among the ones who 4th-grade students continue their education at Physical Education and Sports College in Erciyes, Omer Halisdemir, Aksaray, Dumlupinar, Gaziantep, Firat, Selcuk, Ahi Evran, Inonu, Erzincan and Haci Bektas Veli Universities. In the study, 2 scales were used as data collection tool. The first of these, Instructional Style Preference Scale (ISPS), was developed by Renzulli et al. (2002). The Self-Regulation Skill Scale (SRSS) was developed by Arslan (2008) in order to determine the self-regulation skill levels of pre-service teachers. In addition, personal information forms developed by the researcher were used in the study. Statistical analyses of the data obtained from the Personal Information Form were made with the SPSS 22.0 package program. The personal information and inventory total scores and factor scores for the candidates were given by determining the frequency (f) and percentage (%) values. Pearson Moments Multiplication Correlation analysis (r) was used to show the relationship between scores obtained from the scales. Multiple regression analysis ([beta]) was applied to determine whether the scores obtained were predictive of each other. A significant relationship was found between the discussion, which is among the instructional styles, cognitive regulation sub-dimension and the programmed instruction. It has been found that there is a high level of correlation between the effort regulation sub dimension and the straight narration between the instructional styles. In addition, there was a significant positive correlation between the subscale of the organization of the study and the literal expression between the instructional styles. When the results of the study were examined, it was thought that, generally, those who are aware of and make use of the learning styles have higher self-regulation skills than those who do not pay attention to the use of instructional style and are more successful in terms of academic achievements.