Abstract There is a large body of research regarding teacher self-efficacy, academic self-efficacy, computer self-efficacy, and attitude toward applying computer-supported education of teachers and prospective teachers. However, no study has been conducted on the correlation among the effects of teacher self-efficacy, academic self-efficacy, computer self-efficacy, and attitude toward applying computer-supported education and which additionally explains their relationships to one other. This research is conducted in order to test the effect levels among the latent variables of teacher self-efficacy, academic self-efficacy, computer self-efficacy, and attitude toward applying computer-supported education and these latent variables' ratios to each other. For this, eight hypotheses were developed in light of theoretical information by reviewing the literature. This research is done by using Academic Self-Efficacy Scale, Teacher Self-Efficacy Scale, Computer Self-Efficacy Scale, and The Attitude Scale Toward Applying Computer-Supported Education. The participant group of the research consists of 323 prospective teachers. Exploratory factor analyses of scales were analyzed via SPSS 16.0 software. For the confirmatory factor analyses of scales and the structural equation modeling, AMOS 20.0 software was used. The most significant finding of this study is that teacher self-efficacy, academic self-efficacy, and computer self-efficacy are important predictors of prospective teachers' attitude toward applying computer-supported education.