The aim of this research is to investigate and evaluate elementary student teachers' perceived information literacy self-efficacy in terms of the use of information and communication technologies (ICT). The relational survey method which determines the relationships between two or more variables was used in the research. The data gathered from 1801 student teachers who are attending at the fourth class of Departments of Computer and Instructional Technologies, Science, English, Elementary Mathematics, Grade, Social Studies, and Turkish Education in the Faculty of Education in Ataturk, Ondokuz Mayis, Marmara, Gazi and Dokuz Eylul universities with using the ICT survey and perceived information literacy self-efficacy scale (ILSES). The use of the ICT survey consists of questions related to student teachers' demographic information and ICT usage. The ILSES consists of question about perceived competencies on searching, using and producing the information. Frequency, arithmetic mean and one way ANOVA were used to analyze the data. For the significant results in p less than 0.01 level, Scheffe test was used to find out which groups have caused the difference. The findings of the research revealed that most of the elementary student teachers use ICT frequently, at least at intermediate level and access ICT from multiple locations. Furthermore, elementary student teachers' computer experience; skills and frequency of computer and internet use, access opportunities to computer and internet has significant effect on their perceived information literacy self-efficacy.