The purpose of the current study is to investigate the relationship between pre-service teachers’ technological selfefficacy perceptions, attitudes towards the use of distance education environments and academic procrastination tendencies. The sample of the study, which is designed in the relational survey model, consists of 246 pre-service teachers attending a state university and having distance education experiences. The data of the study were collected by using a demographic information form, the “Scale of Self-Efficacy Perception of Online Technologies”, the “Attitude Scale Regarding the Use of Distance Education Environments in the Pandemic Process” and the “Aitken Procrastination Tendency Scale”. In the analysis of the data, descriptive statistics, independent samples t-test, one-way analysis of variance and Pearson correlation analysis were used. The findings of the study have revealed that the pre-service teachers’ self-efficacy perceptions of online technologies are at a high level, while their attitudes towards the use of distance education environments and their academic procrastination tendencies are at a medium level. While the gender variable is effective on self-efficacy perception and attitude, the department attended has no effect on the variables. There is a medium, positive, and significant correlation between the self-efficacy perceptions of online technologies and the attitudes towards the use of distance education environments and a medium, negative, and significant correlation between the attitudes towards the use of distance education environments and the academic procrastination tendencies.