The purpose of this research is to determine the relationship between prospective teachers' selfefficacy beliefs and their attitudes towards the teaching profession. Correlational research model was used in this research. 312 students studying in different departments of Agri Ibrahim Çeçen University Faculty of Education participated in the research. The research data were collected by the Teacher Self-efficacy Beliefs Scale and Attitude Scale towards Teaching Profession. In the analysis of the data, arithmetic mean, standard deviation, Pearson product moment correlation analysis and multiple regression analysis methods were applied. The results of the analysis revealed that the self-efficacy beliefs of the prospective teachers were at the level of definitely believing and attitudes towards the teaching profession were mostly in agreement. Prospective teachers were found to have higher self-efficacy beliefs in terms of positive classroom environment and lower self-efficacy belief in academic development. There was a significant positive correlation between the self-efficacy beliefs of prospective teachers and their attitudes towards the teaching profession. Furthermore, it has been reached as a result that the planning and learning development dimension of self-efficacy beliefs is a significant predictor of prospective teachers' attitudes towards the teaching profession.