In this study, the relationship between academic self-efficacy, academic motivation and academic performance success was examined based on the opinions of prospective teachers. This research is a quantitative study carried out with 322 prospective teachers studying at Bozok University in Yozgat. Academic Motivation Scale (Vallerand et al., 1992) was adapted to Turkish to determine prospective teachers' acedemic motivation. Academic Self-Efficacy Scale, one of the sub-scales of the Teacher Self-Efficacy Beliefs Scale (Colak, Yorulmaz & Altinkurt, 2017) was used to examine the levels of academic self-efficacy. The overall grade point average was used to evaluate the academic performance success of the prospective teachers. The data were analyzed by descriptive analysis and multivariate regression analysis. As a result of the research conducted, it was determined that intrinsic and external academic motivations and academic self-efficacy beliefs were higher than the moderate level, and their amotivation level was low. It was determined that the academic motivation of female prospective teachers was significantly higher and academic self-efficacy beliefs increased in parallel to the increase in the level of classroom. It was found that there was a positive relationship between teacher self-efficacy beliefs and intrinsic academic motivation, external academic motivation levels and academic performancessuccess. It was determined that academic intrinsic motivation predicted self-efficacy beliefs significantly.