The purpose of this research is to determine the effect of self-directed learning tendencies of prospective teachers on the self-efficacy beliefs of technology integration. In addition, prospective teachers' opinions of technology integration were researched. The research was designed using a mixed method. The study group of the research consisted of prospective teachers (pre-test n= 170 and post-test n= 131) who are studying at the Faculty of Education located in Northwest Black Sea Region of Turkey during the spring semester of the 2016-2017 academic year and who are taking the course of Instructional Technology and Material Design. The Technology Integration Self-Efficacy Scale, Self-directed Learning with Technology Scale and focus group interview were used to collect the data of the study. At the end of the research, it was found that prospective teachers' self-directed learning tendency scores were predictive both pre-test and post-test scores their technology integration self-efficacy beliefs.