The aim of this study is to investigate the effects of GeoGebra Supported Micro Teaching Applications and TPACK Game Practices on the TPACK efficacy and self-efficacy perception levels of the prospective math teachers on polygons. The study was carried out using 2 × 2 factorial design. The study group comprised 88 prospective math teachers. The prospective teachers were separated into 4 groups (G1, G2, G3, G4) randomly. Prospective teachers in G1 were participated in Micro Teaching Applications and Game-Based TPACK Activities, G2 participated in GeoGebra Supported Micro Teaching Applications, G3 group participated in Micro Teaching Applications and finally G4 group was participated in GeoGebra Supported Micro Teaching Applications and Game-Based TPACK Activities. The prospective teachers' efficacy levels were determined by using lesson plan and participant form; TPACK self-efficacy perception levels were determined by using TPACK Scale for Geometry. It was determined all application processes increased prospective teachers' TPACK efficacy and self-efficacy scores. The result of study showed that in terms of group variable there is a statistically significant difference between prospective teachers' TCK and TPACK efficacy levels. The results for self-efficacy scores rejected the statiscally significant difference for post-test scores in terms of group variable for CK, PCK, TCK and TPACK.