Values teaching is among the education topics that have been discussed extensively in both international and national education platforms recently and it is known that well-trained teachers are an important predictor of success in value teaching. The study aimed to scrutinize prospective teachers' perceptions of values teaching responsibility. In the study, the Survey method was adopted. The data were collected via "Value Teaching Responsibility Perception Scale" developed by Çetin et al. (2019). The scale was administered to a total of 455 prospective teachers, 326 of whom were female and 129 were male at Gazi University Gazi Faculty of Education in different departments and different grade levels in the autumn semester of 2018- 2019 academic year. The collected data were analyzed through the SPSS package program, and t-Test and One-Way Variance Analysis (ANOVA) techniques among parametric tests were used since the distribution showed normality characteristics. In order to determine the effect of independent variables on prospective teachers' perceptions, effect size values were calculated. The results revealed that the perceptions of prospective teachers' values teaching responsibility perceptions differed according to the participants' gender, their grade level, academic achievement status, minding values teaching variables, and the variables had a different degree of size effect on the values teaching responsibility perception scores, however, according to the scores obtained from the overall scale, no difference was observed in terms of place of residence with the family variable.