The aim of this study is to reveal education models imagined by candidate teachers from Computer and Instructional Technology Teacher Education (BÖTE) department regarding preparation of course, responsibility of teacher and student during phases of learning/instructing and assessment processes as well as possible methods and techniques that can be used in those phases. In the study, a qualitative approach is employed in order for the research to feature a flexible, holistic and inductive analysis and for an in-depth examination and depiction of sample. Working group of the study consists of 30 candidate teachers who received education at Siirt University Education Faculty Computer and Instructional Technology Teacher Education during 2015-2016 education term. The sample is chosen through criterion sampling which is one of the purposeful samplings. In the study, a questionnaire form is used as a data collection tool which consists of open-ended questions to ask opinions about teacher's responsibility during course preparation phase, learning/instructing phase and assessment phase, student responsibility and methods and techniques that can be used during those phases. A descriptive content analysis technique, which is a qualitative analysis technique, is used during analysis of data. After the conclusion of the study findings are put in order as course preparation, learning-instructing practices and assessment phases and in each phase, opinions are presented regarding teacher responsibility, student responsibility and methods and techniques that can be used during those phases.