Positive learning environment enhance students' motivation. Student-teacher rapport is a way of building positive classroom environment. The student-teacher rapport has been identified in the literature as a significant factor influencing learning outcomes. Research on student-teacher rapport examined together with the concepts of attitude and self-efficacy is limited. However, to consider student-teacher rapport, attitudes and self-efficacy beliefs towards teaching profession is important to uncover the factors affecting quality in the teaching profession. Thus, to determine the predictive power of student-teacher rapport on prospective teachers' attitudes and self-efficacy beliefs towards teaching profession was the aim of the study. This study was in a correlational design. The study was conducted on 499 prospective teachers who studying in a university located in the western part of Turkey and participating voluntarily in the study, during the 2015-2016 spring term. Data were collected using three instruments, the Teacher-Student Rapport Scale, the Teachers' Sense of Efficacy Scale, and the Attitude Scale of Teaching Profession. Pearson product-moment correlation coefficient (Pearson's r) and stepwise-regression analysis were conducted to analyze the data. Results revealed that the student-teacher rapport and the prospective teachers' self-efficacy beliefs and attitudes towards teaching profession were positively and significantly related to each other. Also, the prospective teacher-lecturer rapport had a significant effect on prospective teachers' attitudes and self-efficacy beliefs towards the teaching profession. While prospective teacher-lecturer rapport predicted 8% of the prospective teachers' attitudes towards the teaching profession, the rapport between prospective teacher and lecturer predicted 10% of the prospective teachers' self-efficacy beliefs towards the teaching profession.