| Summary: | The purpose of this descriptive study is to determine if prospective teachers’ views on self-regulated learning skills changed significantly in terms of gender, department and university entrance score type. Study group of the research comprised of fourth year prospective teachers enrolled at the departments of Classroom Teaching, Social Studies Teaching, Science Teaching, Turkish Language Teaching, Computer and Instructional Technologies, Primary Mathematics Education and Art Education in the Faculty of Education of Fırat University. Self-regulated Learning Skills Scale developed by Turan (2009) to determine university students’ self-regulated learning skills was used as the data collection tool. Independent samples t test and Mann Whtiney U test were utilized to compare prospective teachers’ views in terms of gender variable while Kruskal Wallis H was used in terms of department and university entrance score type. Results of the study revealed that prospective teachers’ views did not statistically differ toward in terms of motivation and action to learning, planning and determining aims, strategy using and assessment, and lack of self-directedness related to gender variable. It was determined that prospective teachers’ views differed significantly related to department and university entrance score type
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