The aim of this study is to determine the prospective teachers' past field trip experiences and examine their self-efficacy beliefs in planning and organizing field trips with an educational intent regarding various variables. The study was carried via cross-sectional design and the data of the research study was gathered from total 366 prospective teachers. During the collection of data, the questionnaire form and teacher selfefficacy belief scale for organization of educational field trips (SSOET) designed by the researcher were used. The research findings revealed that only one-third of them participated in field trips and most of these trips were organized by the schools. In addition, it was revealed that prospective science teachers mostly joined the field trips with an educational intent. Moreover, a significant difference was discovered between the departments where prospective teachers studied, participating in educational field trips in their previous experiences, and receiving training on planning and organizing trips and their self-efficacy beliefs. On the other hand, the prospective teachers who participated in educational field trips in their previous experiences stated that they gained new knowledge which they did not know before and they materialized their theoretical/abstract knowledge and their retention increased. The prospective teachers stated that the educational field trips which they attended enhanced the training they received in the schools and added that their interest in various topics/events increased and they raised awareness.